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LIBRARY 

UNIVERSITY  OF  CALIFORNIA. 
Deceived       JAN      3    1893      .  /gp 
o.yQ~l3~1    .  Class  No. 


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TEMPERAMENT   IN 

EDUCATION; 


ALSO, 


SUCCESS   IN   TEACHING. 


JEROME  ALLEN,   PH.D., 

PROFESSOR    OF    PEDAGOGY,    UNIVERSITY    OF   THE    CITY    OF   NEW   YORK; 
ASSOCIATE   EDITOR    OF  THE.  "  SCHOOL  JOURNAL,11   N.  Y. 


NEW  YORK  AND  CHICAGO  : 

E.   L.   KELLOGG  &  CO. 

1890 


COPYRIGHT,  1890, 

E.  L.  KELLOGG  &  CO., 

NEW  YORK. 


INTRODUCTION. 


THE  author  lays  no  claim  to  be  the  originator 
of  the  facts  concerning  temperament.  Most  of 
these  have  been  known  for  more  than  two  thousand 
years.  All  he  has  tried  to  do  is  to  bring  together 
and  present  such  admitted  principles  as  can  be  used 
by  those  who  wish  to  study  children  and  improve 
themselves.  The  attempt  is  here  made  not  to 
talk  about  temperament  or  talk  at  it,  but  teach  it, 
as  far  as  the  printed  page  can  be  made  to  teach. 

The  simple  reading  of  these  pages  will  do  very 
little  good.  Such  use  of  them  may  serve  to  pass 
away  an  hour,  but  with  little  profit.  The  only 
way  to  make  them  of  real  educational  value  is  to 
do  exactly  what  is  directed  to  be  done.  There  is 
enough  here  outlined  for  six  months'  study,  and 
at  the  end  of  that  time  whoever  does  the  work  will 
be  on  the  way  to  know  himself  and  those  about 
him  far  better  than  ever  before.  It  is  a  principle 
in  psychology,  that  WQ  cannot  understand  in  others 
ivhat  we  do  not  experience  first  in  ourselves.  The 
object  of  this  paper  is  to  give  its  students  more  in- 
timate knowledge  of  themselves. 


INTRODUCTION. 


Free  use  in  both  thought  and  expression  lias 
been  made  of  the  following  books: 

"  Stewart  on  Temperament/'  London,  1885. 

"The  Characters  of  Theophrastus,"  London, 
1831. 

Lavater's  "  Looking  Glass,"  London,  1800; 
Lavater's  "Essays  on  Physiognomy/' New  York, 
1871. 

George  Bancroft's  essay  on  "The  Doctrine  of 
Temperaments/'  New  York,  1824. 

JEROME  ALLEN. 

NEW  YORK,  Jan.,  1889. 


CONTENTS. 


PAGE 

Introduction, 3 

Temperament  in  Education,    .......       7 

How  we  can  Know  the  Mind,        .         .         .         .         .         .7 

Native  Characteristics  of  Children, 8 

The  Proposition  of  Cicero,    .......       8 

Remarks  of  Addison, 8 

What  Dr.  South  says, 9 

How  TO  STUDY  OURSELVES, 31 

Individual  Examination,       .......      11 

A  Sanguine  Temperament, 11 

Questions, 12 

Conclusions,  ....         .         .         .  .         .13 

The  Bilious  Temperament, 13 

Questions,      ....         .         .         .  .         .14 

Lymphatic  Temperament, •    .        .14 

Questions,      ....         .         .         .  .         .15 

Nervous  Temperament, .        .15 

Questions, 16 

The  Sanguine  Temperament, 17 

Physical  Characteristics,        .         .         .         .         .         .         .17 

Mental  Characteristics,         .         .         .         .         .         .         .17 

The  Bilious  Temperament, 18 

Physical  Characteristics, 18 

Mental  Characteristics, 18 

The  Lymphatic  Temperament, 19 

Physical  Characteristics, 

Mental  Characteristics,         .         .         .         .         .         .         -19 

The  Nervous  Temperament, 20 

Physical  Characteristics,       .         .         .         .         .         .         .20 

Mental  Characteristics,          .......      20 

Sanguine  and  Bilious  Temperament, 21 

Sanguine  and  Nervous  Temperament,    .        .        .        .        .     21 

Sanguine.  Bilious,  and  Nervous  Temperament,     .        .        .21 

Compound  Color  Characteristics, 22 

5 


CONTENTS. 


PAGE 

A  Balanced  Temperament —    1 22 

A  Balanced  Temperament —  II, 2l> 

A  Balanced  Temperament — III,      ......     23 

The  Semi-balanced  Sanguine  Temperament,  .         .         .21 

The  Semi-balanced  Bilious  Temperament,      .        .        .         .     21 

The  Semi-balanced  Lymphatic  Temperament,  .  .  .  25 
The  Semi  balanced  Nervous  Temperament,  ....  2-"> 

THE  BEST  TEMPERAMENT, 20 

Self-study 27 

Temperament,          .        .        .        .        .         .        .         .         .27 

Physical  Characteristics, 27 

Mental  Characteristics,         .......      27 

Personal  Questions, 28 

How  TO  IMPROVE,          .        . ;J5 

GENERAL  SUGGESTIONS, 40 

How  TO  STUDY  CHILDREN, 44 

Its  Importance, 44 

In  What  Particular  Children  are  Alike,  .         .         .         .45 

A  FEW  FACTS  IN  CHILD- GROWTH,        .        .   •     .        .        .47 

Instructive  Senses, 47 

Sentiments, 47 

Native  Intellectual  Endowments, 48 

Early  Acquired  Intellectual  Endowments 48 

Later  Acquired  Endowments, 48 

A  Few  Facts, ...     49 

How  TO  PROMOTE  HEALTHY  CHILD- GROWTH,  .  .  .  51 
CONCERNING  TEMPERAMENTAL  DIFFERENCES,  .  .  .55 
General  Notes, 57 

WHAT  WILL  INSURE    A    TEACHER'S    SUCCESS,  and   Bring 

Good  Pay  and  a  Permanent  Place, 59 

Teachers'  Associations, 72 

Teachers'  Institutes, 73 

Summer  Schools, 74 

Apparatus, 77 

Kindergarten  Helps, 79 

Collections  Made  and  Used, 79 

Maps  Made  and  Mounted, 80 


"  OT  rai 
iRSX 

TEMPERAMENT  IN   EDUCATION. 


THE  study  of  temperament  has  occupied  an  im- 
portant place  among  scholars  for  more  than  two 
thousand  years,  although  it  has  been  but  recently 
valued  on  account  of  its  educational  benefits.  It 
is  now  admitted  to  be  especially  useful  to  the 
teacher.  Temperament  takes  into  consideration 
all  bodily  influences  as  far  as  they  show  mental 
characteristics. 

How  we  can  Know  the  Mind. — We  have  no 
way  of  judging  of  the  mind  but  by  its  manifesta- 
tions through  the  body,  and  we  can  only  judge 
what  another  thinks  by  what  he  does  and  how 
he  looks.  Individuals  are  frequently  met  whose 
characters  are  stamped  upon  their  faces,  so  that  by 
their  very  appearance  they  show  what  they  are. 
Within  certain  limits  we  can  judge  of  the  thoughts 
of  all  people  by  outward  signs.  It  is  for  the  pur- 
pose of  pointing  out  what  these  appearances  and 
signs  are  that  this  treatise  is  written. 

Great  injury  results  from  the  wrong  education 
of  children.  Nothing  is  more  important  than  to 
find  out  as  early  as  possible  in  what  sphere  of  life 


8  TEMPERAMENT  IN  EDUCATION. 

a  child  can  attain  the  greatest  success  when  he 
arrives  at  maturity. 

Native  Characteristics  of  Children. — There  are 
some  boys  who  never  could  be  qualified  to  become 
lawyers,  but  they  would  make  excellent  physicians. 
There  are  others  who  might  attain  great  eminence 
as  builders  or  engineers,  and  who  would  sink  far 
below  mediocrity  as  doctors  or  clergymen.  The 
most  eminent  men  have  recognized  the  necessity 
of  early  deciding  what  a  child  can  best  do  in  after 
life.  Cicero  sent  his  son  to  Athens  and  placed 
him  under  the  care  of  Chrysippus,  who  was  one  of 
the  greatest  philosophers  of  the  age;  but  history 
informs  us  that  the  young  man  proved  a  block- 
head, and  showed  that  he  was  incapable  of  improv- 
ing even  under  the  instruction  of  so  eminent  a 
teacher. 

The  Proposition  of  Cipero. — In  view  of  this  fact 
Cicero  proposed  "that  there  should  be  triers,  or 
examiners,  appointed  by  the  state  to  inspect  the 
genius  of  every  bright  boy  and  to  allot  him  the 
part  that  is  most  suitable  to  his  natural  talent." 
It  was  the  custom  of  Socrates  to  question  his  pupils 
for  the  purpose  of  ascertaining  their  thoughts  and 
talents;  and  it  is  related  that  Clavius,  a  German 
mathematician,  was  considered  a  hopeless  block- 
head until  one  of  his  teachers  tried  his  talents  in 
geometry,  when  it  was  discovered  in  what  direc- 
tion his  genius  lay.  He  afterwards  became  one  of 
the  most  eminent  mathematicians  of  the  age. 

Remarks  of  Addison.—  In  1713  Addison  said  in 


WHAT  DR.    SOUTH  SAYS. 


the  Spectator  "that  nothing  is  more  usual  than 
to  see  forty  or  fifty  boys  of  several  ages  and  tem- 
pers and  inclinations,  ranged  together  in  the  same 
class,  employed  upon  the  same  authors,  and  en- 
joined the  same  tasks.  Whatever  their  natural 
genius  may  be,  they  are  all  to  be  made  poets,  his- 
torians, and  orators  alike.  They  are  all  obliged  to 
have  the  same  capacity,  to  bring  the  same  couplet 
or  verse,  and  to  furnish  out  the  same  portion  of 
prose.  Every  boy  is  bound  to  have  as  good  a 
memory  as  the  captain  of  the  form.  Instead  of 
adapting  studies  to  the  particular  genius  of  the 
youth,  ive  expect  from  a  young  man  that  he  should 
adapt  his  genius  to  the  studies'."  Could  anything 
be  more  applicable  to  our  condition  to-day  ?  Ad- 
dison  suggests  that  it  would  'be  well  to  examine 
pupils  under  the  inspection  of  teachers,  in  refer- 
ence to  their  capacities  and  temperaments,  and 
make  such  a  distribution  of  them  into  proper 
classes  and  divisions  as  their  genius  qualifies  them 
for,  as  professors,  trades,  engravers,  or  service  by 
land  or  sea.  Here  Addison  was  as  wise  as  Cicero. 
What  Dr.  South  says. — It  is  remarked  by  Dr. 
South  that  "  some  ministers  run  their  heads  against 
a  pulpit  who  might  have  done  excellent  service  at 
a  plough-tail ;  and  many  lawyers,  failures  at  the 
bar,  might  have  made  very  elegant  watermen,  and 
have  brilliantly  shined  at  the  occupation  of  scrub- 
bing the  Temple  stairs.  On  the  other  hand,  he 
says  that  he  knew  a  corn -cutter  who  would  have 
made  an  excellent  physician,  and  several  tailors 


10          TEMPERAMENT  IN  EDUCATION. 

that  would  have  made  good  barbers,  and  builders 
rolling  under  their  burdens  who  might  have  man- 
aged a  needle  with  great  dexterity." 

The  study  of  temperament  then,  is  of  great  use 
to  parents  and  teachers,  and  as  such  its  outlines 
are  here  recorded.  We  have  drawn  from  all 
sources,  especially  the  ones  mentioned  in  the  "  In- 
troduction" to  this  treatise,  and  while  we  make 
no  special  acknowledgments,  yet  ideas  and  words 
have  been  taken  from  every  place  where  we  could 
get  them.  The  arrangement  is  our  own,  many  of 
the  observations  are  ours;  but  many  of  the  thoughts 
and  many  also  of  the  applications  we  lay  no  claim 
to  have  originated. 


HOW   TO   STUDY  OURSELVES.  II 


HOW   TO  STUDY   OURSELVES. 

Individual  Examination. — To  enable  us  to  know 
ourselves,  each  individual  must  make  certain  ex- 
aminations. It  would  be  well  for  each  one  reading 
this  article  to  answer  the  following  questions : 

Am  I  quick  or  slow  to  perceive  the  point  of  a 
joke  ? 

What  is  the  color  of  my  hair  ? 

Do  I  know  of  any  one  whose  hair  is  the  same 
color  as  my  own? 

Is  this  person  also  slow  or  quick  to  perceive  a 
joke  ? 

What  is  the  texture  of  my  hair — fine  or  coarse? 

Notice  now  whether  there  is  any  relation  be- 
tween the  fineness  or  coarseness  of  the  hair  and 
quickness  of  perception. 

In  fully  determining  this  question  and  its  im- 
plied relations,  you  must  examine  several  persons, 
and  make  the  following  observations  carefully  and 
deliberately  : 

A  Sanguine  Temperament. — First  find  a  person 
whose  complexion  is  florid,  whose  skin  is  fair,  with 
blue  eyes,  light  hair,  animated  countenance,  bright- 
red  lips,  and  active  and  easily  excited  circulation ; 
a  person  who  blushes  readily,  whose  muscular 


12  TEMPERAMENT  IN  EDUCATION. 

fibres  are  firm  without  rigidity  and  elastic  without 
feebleness.  If  possible,  find  one  who  fills  all  of 
these  conditions:  it  may  not  be  easy  at  first  to  do 
this,  but  by  a  little  searching  such  a  one  will  be  dis- 
covered among  your  acquaintances.  This  indi- 
vidual should  have  a  well-developed  figure,  and  a 
head  and  nose  a  little  larger  than  usual,  broad 
chin  and  cheeks,  ruddy  complexion,  and  inclined 
to  grow  fleshy  as  lie  grows  older.  The  hair  of 
such  a  person  will  be  soft,  and  not  much,  if  at  all, 
curly,  of  a  Dale  color,  and  often  passing  through 
different  shades  to  red.  The  skin  will  be  smooth 
and  often  white,  the  eyes  usually  blue,  and  the 
habit  of  the  body  soft  and  plump.  The  strength 
of  the  whole  body  will  be  moderate,  and  exercise  will 
readily  bring  perspiration.  All  of  these  peculiari- 
ties can  be  found  after  a  little  searching,  and  it 
will  be  necessary  to  study  such  an  individual  ; 
making  observations  in  writing,  if  you  desire  to 
make  thorough  work,  and  ascertain  the  following 
points : 

Questions. — Is  this  person  irritable,  or  cheerful, 
or  morose  ;  unsteady  in  purpose,  or  steady  and  per 
sistent?   Is  he  full  of  spirits,  outspoken,  frank  and 
joyous,  with  "  a  kind  of  impetuosity  of  temper/' 
or  is  he  the  opposite  ? 

Would  you  judge  that  the  one  you  have  selected 
is  a  steady,  calm,  quiet  person,  not  much  elevated 
in  emotion,  and  not  often  very  much  depressed  ; 
never  laughing  immoderately,  and  never  crying ;  or 
the  opposite  ? 


HOW   TO   STUDY  OURSELVES.  13 

Would  such  an  individual  as  this  make  a  good 
lawyer  or  a  judge,  or  a  good  teacher;  or,  on  the 
other  hand,  would  he  be  more  likely  to  make  a  good 
mechanic,  a  good  bridge- builder,  a  good  engineer, 
or  a  faithful  day-laborer  ? 

By  examining  carefully  the  characteristics  of 
such  an  individual  as  this,  you  will  come  to  the 
following  general  conclusions,  viz. : 

Conclusions. — The  strength  of  the  whole  body  is 
but  moderate;  the  mind  is  sensible,  although  often 
irritable,  yet  cheerful,  and  unsteady.  The  spirits 
are  full,  but  liable  to  sudden  changes;  frank  and 
joyous,  sometimes  becoming  quite  angry.  We 
shall  have  more  to  say  about  this  temperament 
farther  on. 

The  Bilious  Temperament. — Having  finished  for 
a  time  your  examination  of  the  sanguine  tempera- 
ment, turn  your  attention  to  another,  and  find 
some  person  who  has  black  curling  hair,  dark 
eyes,  a  swarthy  and  at  the  same  time  ruddy  com- 
plexion, and  thick  rough  hair  and  skin,  and  a 
strong,  full  pulse.  The  eyes  of  such  an  individual 
should  be  black  or  dark  brown,  the  complexion 
may  be  dark  or  darkish,  and  the  face  may  be  often 
pale  olive,  and  perhaps  square.  The  nose  may  be 
outspread,  the  neck  short,  and  the  whole  build 
thick-set.  The  peculiarities  of  the  face  and  nose 
and  neck  and  build  are  usually  nearly  the  same  in 
all  the  temperaments,  so  that  these  peculiarities 
must  not  be  relied  upon  in  order  to  determine  the 
temperament  as  much  as  the  color  of  the  hair  and 


14  TEMPERAMENT  IN  EDUCATION. 

the  eyes  and  complexion.  Having  found  such  a 
person  as  this,  ascertain  the  following  facts: 

Questions. — Is  he  impulsive  or  the  opposite?  Is 
he  seriously  inclined — thoughtful  ?  or,  on  the  other 
hand,  is  he  given  to  thoughts  of  levity  without 
much  reason  or  though tfulness?  Does  he  jump  at 
conclusions  and  then  change  them  as  soon  as  he 
arrives  at  them,  or  are  his  conclusions  thoughtfully 
arrived  at? 

In  business  matters  is  he  cool  and  wary,  or  is 
he  chimerical,  hasty,  frequently  making  serious 
blunders,  rushing  on  "where  angels  fear  to  tread"? 
Is  he  passionate  or  dispassionate?  Jealous,  re- 
vengeful, and  unscrupulous,  or  the  opposite?  Is 
he  eager,  earnest,  and  persistent  ?  or  careless  and 
intermittent  ? 

Does  he  endure  in  his  work  from  day  to  day  and 
even  from  year  to  year?  or  does  he  frequently 
change  and  become  discouraged  in  his  pursuits? 
Does  he  prefer  business  or  profitable  occupations, 
or  intellectual  pursuits,  or  otherwise? 

Is  he  happy  or  miserable?  In  the  pursuit  or 
attainment  of  wealth,  power,  and  family  welfare 
is  he  decided  or  undecided  in  speech,  always 
ready  and  well  informed  on  the  subject  with  which 
he  is  most  conversant,  or  is  he  undecided  and 
never  ready,  and  always  liable  to  make  mistakes? 

Lymphatic  Temperament. — Now  let  the  bilious 
temperament  rest  for  a  while,  and  find  a  person 
who  has  light,  sandy,  or  white  hair,  light-gray  eyes, 
having  a  pallid  and  perhaps  an  unhealthy  white- 


HOW   TO   STUDY  OURSELVES.  1 5 

ness  of  skin,  which  is  almost  bereft  of  hair,  and 
small  blood  vessels  ;  having  a  weak,  slow  pulse, 
cold  surfaces,  general  defect  of  vital  functions. 
Such  a  person  may  have  flaccid  muscles,  more  or 
less  pallor  of  countenance;  he  will  probably  be 
slow-moving  and  pale-faced,  his  hair  may  some- 
times be  fair  brown,  but  is  always  thin,  and  his 
eyes  a  brown-gray,  or  light  hazel,  thinly  colored, 
the  white  often  in  too  great  proportion,  and  lus- 
treless. 

Questions. — Now  ascertain  the  following  points  : 
Is  his  memory  good  or  poor?  What  about  his 
reasoning  powers?  Is  his  judgment  sound  and 
logical  ?  Has  he  a  character  for  common-sense  and 
straightforward,  direct  dealings  with  his  fellow- 
men?  Socially  does  he  make  the  best  of  company, 
and  yet  is  he  a  good  friend  ?  Is  he  impulsive  or 
slow  and  heavy;  are  his  conclusions  thoughtfully 
arrived  at  or  the  opposite  ?  Is  he  excitable,  readi- 
ly provoked?  On  the  other  hand,  is  he  not  excita- 
ble and  not  easily  provoked;  readily  forgiving, 
but  never  forgetting?  Is  he  persistent,  although 
not  ardent  ?  How  about  his  business  habits  ?  Does 
IK;  endure  keeping  at  his  work  day  by  day,  or  is 
hard  labor  rather  avoided  ?  Do  personal  comforts 
and  indulgences  make  him  happy,  or  is  he  careless 
about  it?  Is  he  slow  of  speech  and  always  well  in- 
formed, or  does  he  speak  very  quickly  and  very 
rapidly,  and  seldom  certain  about  what  he  says? 

Nervous  Temperament. — N ow  select  another  per- 
son having  fine  susceptibilities,  great  rapidity  of 


16          TEMPERAMENT  IN  EDUCATION. 

action,  ideas,  and  of  speech;  in  the  expression  of 
his  feelings  and  ideas  having  great  vividness  of 
imagination.  Such  a  person  will  have  small  mus- 
cles, but  great  vivacity  of  sensation,  sudden  and 
changeable  determinations  and  judgments.  Find 
one  whose  face  tapers  from  a  high  or  broad  fore- 
head down  to  a  thin  chin;  small  features,  long 
neck  and  slight  figure.  The  hair  should  be  light 
brown,  the  eyes  gray,  and  the  complexion  pale, 
and  clear;  the  body  must  not  be  at  all  inclined  to 
corpulency,  but  should  rather  be  tall  and  extremely 
thin. 

Questions. — Now  having  found  such  a  person 
determine  the  following  conditions:  Is  this  indi- 
vidual impulsive,  animated,  rapid,  or  the  opposite? 
Are  conclusions  drawn  so  hastily  that  they  are 
often  regretted,  or  does  he  draw  his  conclusions 
slowly  and  never  regrets  a  step  he  has  taken  ?  Is 
he  soon  excited  and  readily  provoked,  or  the  oppo- 
site? If  he  becomes  excited  is  he  soon  reconciled, 
or  does  he  hold  a  grudge  for  years  ?  Is  he  im- 
aginative, sensitive,  particularly  fastidious,  or  the 
opposite?  Is  he  resolute  or  irresolute?  Is  he 
persistent  after  a  final  decision,  enduring  in  work, 
never  giving  up,  and  in  danger  of  physical  bank- 
ruptcy, or  the  opposite  ?  Are  intellectual  and 
muscular  pursuits  enjoyed  more  or  less  than  eat- 
ing or  drinking.  2.  From  what  source  does  this  in- 
dividual get  his  happiness,  from  what  enriches  the 
mind,  or  what  enriches  the  pocket;  from  travel, 
art,  or  literature,  or  from  the  delights  of  a  good 


HOW    TO   STUDY  OURSELVES.  I? 

table?  Is  his  speech  rapid — often  very  rapid,  or 
slow — frequently  very  slow  ?  Is  he  undecided  or 
decided;  and  does  precision  often  give  place  to 
fancy  ? 

THE    SANGUINE  TEMPERAMENT. 


Physical  Characteristics. 

Mental  Characteristics. 

1. 

r  Hair.  Eed,  or  red- 

1.  Impulsive.     Buoyant 

ish. 

and  cheerful.     Fa- 

2- 8. 

Eyes.  Blue. 

vorable         conclu- 

3. -o 

Complexion.  More 

sions  thoughtlessly 

o 

or  less  florid. 

drawn. 

L  (Color  of  the  face.) 

2.  Excitable. 

Keadily  provoked. 

4'  rt- 

IFace.     Square, 

Easily  reconciled. 

5.   g 

Nose.     Outspread. 

Emotional. 

6.  &* 

7.* 

Neck.     Short. 
Build.    Thick-set. 

3.  Ardent  in  everything. 
Not  persistent. 

4.  Not      enduring      in 

work. 

5.  Muscular       pursuits 

preferred  to  intel- 

lectual. 

6.  Equally  happy  in  the 

pursuit  of  little  as 

of  great  ends. 

More  happy  in  pur- 

suit    than     enjoy- 

ment. 

7.  Firm,       outspoken 

speech.      Not   mi- 

nutely informed. 

*  The  same  in  the  Sanguine,  the  Bilious,  and  the  Lym 
phatic. 


IS 


TEMPERAMENT  IN  EDUCATION. 


THE  BILIOUS  TEMPERAMENT. 

(The  CHSLERIC,  from  CHOLER-BILE.) 


Physical  Characteristics. 

Mental  Characteristics. 

1. 

'Hair.  Black. 

1.  Not  impulsive.    Seri- 

2. 

Eyes.     Black     or 

ous.       Conclusions 

dark  brown. 

thoughtfully      a  r- 

3.  S 

Complexion.  Dark 

rived  at. 

§^ 

or  darkish. 

2.   "Passionate,  jealous, 

(Color  of  the  face.) 

revengeful,  unscru- 

" Pale  olive." 

pulous.  " 

—  Laycock. 

In  business  matters, 

cool  and  wary. 

4-  a 

:Face.  Square. 

3.  Eager,    earnest,   per- 

5. |  . 

Nose.  Outspread. 

sistent. 

6.  £ 

Neck.  Short. 

4.  Enduring  in  work. 

7.*    | 

Build.  Thick-set. 

5.  Business    or    gainful 

pursuits   preferred 

to  muscular  or  in- 

tellectual, but  able 

to  excel  in  all. 

6.  Happy  in  the  pursuit 

and  attainment  of 

wealth,  power,  and 

family  welfare. 

7.  Decided  speech.    Al- 

ways ready,  and  in- 

formed. 

*  The  same  in  the  Sanguine,  the  Bilious,  and  the  Lym- 
phatic. 


HOW    TO   STUDY  OURSELVES. 


THE  LYMPHATIC  TEMPERAMENT. 
(PHLEGMATIC.) 

Physical  Characteristics.  Mental  Characteristics. 


1. 

Hair.  Fair  brown 

1.  Not  impulsive.   Slow. 

(flaxen). 

Heavy.        Conclu- 

2. 

Eyes.  Brown  gray 

sions   thoughtfully 

(green  or  light 

arrived  at. 

hazel).     Thinly 

2.  Not  excitable. 

colored.      The 

Not  readily  provoked. 

fe 

white   often   in 

Forgives,    but   never 

!< 

too   great    pro- 

forgets. 

0 

portion.      Lus- 

3.  Persistent,not  ardent. 

treless.    "Dim- 

4.  Enduring  in  work.  A 

eyed." 

plodder  in  business. 

3. 

Complexion.    Col- 

5. Muscular  pursuits  a- 

orless;  dense. 

voided. 

(Color  of  the  face.) 

6.   Happy  from  personal 

.     Opaque. 

comforts    and    in- 

dulgence. 

4.    -  (Face.   Square. 

7.  Slow     manner     o  f 

5.  M  Nose.  Outspread. 

speech.   Always  in- 

6. &  }  Neck.  Short. 

formed. 

7.  *    [  Build.  Thick-set. 

*  The  same  in  the  Sanguine,  the  Bilious,  and  the  Lym- 
phatic. 


^^ 

U7T          F 


20 


TEMPERAMENT  IN  EDUCATION. 


THE  NERVOUS  TEMPERAMENT. 

Physical  Characteristics. 

Mental  Characteristics. 

1. 

Hair  Light  brown. 

1.   Impulsive.     Animat- 

2.  g 

Eyes.  Gray. 

ed.     Rapid.     Con- 

3-1- 

Complexion.   Pale. 

clusion,  so    hastily 

0 

Clear. 

drawn     that    they 

(Color  of  the  face.) 

are  often  regretted. 

2.  Excitable.       Readily 

4.     , 

Face.  Tapers  to  a 

provoked. 

narrow      chin 

Reconciled     immedi- 

from a  high  or 

ately. 

broad  forehead.* 

Imaginative.      Sensi- 

5. -• 

Nose.  Narrow. 

tive. 

6.  §< 

N<ck.  Long. 

Particular.      Fastidi- 

7. ^ 

Build.    Slight. 

ous. 

Slim.       Never 

3.  Irresolute.       Persist- 

corpulent.    Of- 

ent after  final  de- 

ten tall  and  ex- 

cision. 

.     tremely  thin. 

4.  Enduring    in  work  ; 

will  never  give  in. 

In  danger  of  physi- 

cal bankruptcy. 

5.  Intellectual  and  mus- 

cular pursuits. 

6.  Happiness  from  what- 

ever    pleases     the 

senses  and  enriches 

the  mind  —  Travel, 

Art,  Literature. 

7.  Speech    rapid,    often 

very  rapid.      Fre- 

quently undecided. 

Precision      gives 

place  to  fancy. 

*  The  forehead  being  large  compared  with  the  rest  of 
the  face,  the  Nervous  is  sometimes  called  the  Cerebral 
Temperament. 


HOW    TO    STUDY  OURSELVES.  21 

SANGUINE  AND  BILIOUS  TEMPERAMENT. 

Hair,     ....     Eed  or  reddish. 

Complexion,     .     .     More  or  less  florid. 

Face,     ....     Square. 

Nose,     ....     Outspread. 

Neck,     ....     Short. 

Build,   ....     Heavy  (thick-set). 

(Six  Sanguine  characteristics:  see  scheme.) 
Eyes,     ....     Black  or  dark  brown. 

(One  Bilious  characteristic:  see  scheme.) 

SANGUINE  AND  NERVOUS  TEMPERAMENT 

Hair,     ....     Red  or  reddish. 
Eyes,     ....     Blue. 
Complexion,    .     .     More  or  less  florid. 
Nose,      ....     Outspread. 

(Four  Sanguine  characteristics:  see  scheme.) 
Face,     ....     Tapering  from  a  high  or  broad 

forehead  to  a  narrow  chin. 
Neck,     ....     Long. 
Build,    ....     Slim. 

(Three    Nervous    characteristics,   see  previous 
table.) 

SANGUINE,  BILIOUS,  AND  NERVOUS  TEMPERA- 
MENT. 

Hair,     ....  Red  or  reddish. 

Complexion,    .     .  More  or  less  florid. 

Face,      ....  Square. 

Neck,     ....  Short. 

Build,   .          .     .  Heavy  (thick-set). 


22  TEMPERAMENT  IN  EDUCATION. 

(Five  Sanguine  characteristics:  see  scheme.) 
Eyes,     ....     Black. 

(One  Bilious  characteristic.) 
Nosey     ....     Narrow. 

(One  Nervous  characteristic.) 

COMPOUND  COLOR  CHARACTERISTICS. 
(THE  HAIR.) 

1.  Dark  red,   .     .     Sanguine  and  Bilious  charac- 

(red  and  black.)      teristics. 

2.  Fair  red,     .     .     Sanguine  and  Lymphatic  char- 

ged and  sandy. )     acteristics. 

3.  Brown,  .     .     .     Sanguine  and  Nervous  charac- 

(red  and  gray.)      teristics. 

4.  Dark  brown,    .     Bilious  and  Lymphatic  char- 

(black  and  sandy.)     teristics. 
(THE  EYES.) 

1.  Dark  blue,  .    .     Sanguine  and  Bilious  charac- 

(blue  and  black. )     teristics. 

2.  Brown,  .     .     .     Bilious  and  Lymphatic  char- 

(black  and  brown  gray.)  [acteristics. 

3.  Dark  gray,  .     .     Bilious  and  Nervous  charac- 

(black  and  gray.)     teristics. 

A  BALANCED  TEMPERAMENT.— I. 

Face.  Oval.  The  blended  square 

and  tapering  faces 
of  the  four  tempera- 
ments. 

Build.  Medium.  The  blended  stout  and 

slim  builds  of  the 
four  temperaments, 


HOW   TO   STUDY  OURSELVES.  2$ 

Nose.  Outspread.       Sanguine,  Bilious,  and 

Lymphatic. 

Neck.  Long.  Nervous. 

Hair.  Black.  Bilious. 

Eyes.  Blue.  Sanguine, 

Complexion.  Colorless.          Lymphatic. 

A  BALANCED  TEMPERAMENT.— II. 

Face.  Oval.  The    blended    square 

and  tapering  faces 
of  the  four  tempera- 
ments. 

Build.  Medium.  The  blended  stout  and 

slim  builds  of  the 
four  temperaments. 

Nose.  Outspread.        Sanguine,  Bilious,  and 

Lymphatic. 

Neck.  Long.  Nervous. 

Hair.  Fair  brown.      Lymphatic, 

(flaxen) 

Eyes.  Blue.  Sanguine. 

Complexion.  Dark.  Bilious. 

A  BALANCED  TEMPERAMENT.— III. 

Face.  Oval.  The  blended  square 

and  tapering  faces 
of  the  four  temper- 
aments. 

Build.  Medium.  The  blended  stout  and 

slim  builds  of  the 
four  temperaments. 

Nose.  Narrow.  Nervous. 


24          TEMPERAMENT  IN  EDUCATION. 

Neck.  Long.  Nervous. 

Hair.  Dark  red.  Sanguine  and  Bilious. 

Eyes.  Dark  blue.  Sanguine  and  Bilious. 

Complexion.  Colorless.  Lymphatic. 

THE  SEMI-BALANCED  SANGUINE  TEMPERA- 
MENT. 

Face.  Oval.  The  blended  square 

and  tapering  faces 
of  the  four  tempera- 
ments. 

Build.  Medium.  The  blended  stout  and 

slim  builds  of  the 
four  temperaments. 

Hair.  Reddish,  Sanguine. 

Eyes.  Blue.  Sanguine. 

Complexion.  Florid,  Sanguine. 

Nose.  Narrow  Nervous. 

Neck.  Long.  Nervous. 

THE  SEMI-BALANCED  BILIOUS  TEMPERAMENT. 

Face.  Oval.  The  blended  square 

and  tapering  faces 
of  the  four  tempera- 
ments. 

Build.  Medium.  The  blended  stout  and 

slim  builds  of  the 
four  temperaments. 

Hair.  Black.  Bilious. 

Eyes.  Black.  Bilious. 

Complexion.  Dark.  Bilious. 

Nose.  Narrow.  Nervous. 

Neck.  Long.  Nervous. 


HOW   TO   STUDY  OURSELVES. 


THE    SEMI-BALANCED    LYMPHATIC 
MENT. 


TEMPERA- 


Face. 


Build. 


Oval. 


Medium. 


Hair.  Sandy. 

Eyes.  Light  hazel. 

Complexion.  Colorless. 

Nose.  Narrow. 

Neck.  Long. 


The  blended  square 
and  tapering  faces 
of  the  four  tempera- 
ments. 

The  blended  stout  and 
slim  builds  of  the 
four  temperaments. 

Lymphatic. 

Lymphatic. 

Lymphatic. 

Nervous. 

Nervous. 


THE  SEMI-BALANCED  NERVOUS  TEMPERA- 
MENT. 

Face.  Oval.  The  blended  square 

and  tapering  faces 
of  the  four  tempera- 
ments. 

Build.  Medium.  The  blended  stout  and 

slim  builds  of  the 
four  temperaments. 

Hair.  Light  brown.    Nervous. 

Eyes.  Gray.  Nervous. 

Complexion.  Pale  and  clear.  Nervous. 

Nose.  Narrow.  Nervous. 

Neck.  Long.  Nervous. 


26  TEMPERAMENT  IN  EDUCATION. 


THE  BEST  TEMPERAMENT. 

It  may  be  asked,  Which  is  the  best  tempera- 
ment? The  reply  is  not  doubtful.  The  com- 
pound in  equal  proportions  of  the  four  pure  tem- 
peraments— the  balanced  temperament — is  cer- 
tainly the  best  for  its  possessor,  for  in  it  the  four 
temper  each  another,  and  the  troublesome  special 
tendencies  or  impulses  that  characterize  every 
pure  temperament  are  toned  down  to  comfortable 
smoothness  of  action. 

The  impulsiveness  of  the  Sanguine  is  tempered 
by  the  inaction  of  the  Lymphatic;  the  eye-to- 
business,  position,  and  power  of  the  Bilious,  by  the 
imagination  of  the  Nervous;  the  love  of  ease  and 
contentment  with  personal  comforts  of  the  Lym- 
phatic, by  the  ambition  of  the  bilious;  the  per- 
plexity and  indecision  of  the  Nervous  from  see- 
ing too  many  ways  open,  by  the  impulsiveness  of 
the  Sanguine. 

That  surely  is  the  best  temperament  whose  ac- 
tion avoids  extremes;  has  sufficient  of  the  natural 
force  of  all  the  pure  temperaments  to  acquire  any 
kind  of  knowledge;  is  well  fitted  for  any  profes- 
sion or  business;  retains  through  life  the  natural 
figure,  and  has  equal  health,  free  from  the  ten- 
dency or  predisposition  that  every  pure  tempera- 
ment has  to  disease  or  derangement  of  its  special 
organ. 

Such  is  the  BALANCED  TEMPEKAMEBTT. 


SELF-STUDY. 


SELF-STUDY. 

Having  pursued  the  study  of  temperament  up 
to  this  point,  by  observing  others,  it  will  now  be 
necessary  for  the  student  to  turn  his  attention  to 
himself.  Prepare  an  outline  like  this  : 


(Name  here.) 


TEMPERAMENT. 


Physical  Characteristics. 

Mental  Characteristics. 

1.  Hair. 

1. 

2. 

2.  Eyes. 

3. 

3.   Complexion. 

4. 
5. 

4.  Face. 

6. 

5.  Nose. 

7. 
8. 

6.  Neck. 

9. 

10. 

7.  Build. 

etc. 

As  the  space  under  Mental  Characteristics  will 
not  be  sufficient  to  write  all  the  answers  necessary, 
fill  up  the  paper  with  the  answers  to  the  following 
questions,  and  if  you  are  not  perfectly  satisfied 
concerning  yourself  in  reference  to  any  one  point, 
consult  some  intimate  friend.  This  thorough  self- 
study  will  give  you  more  knowledge  of  your  men- 


28  TEMPERAMENT  IN  EDUCATION. 

tal,  spiritual,  and  physical  make-up  than  anything 
else  possibly  could.  It  should  be  for  your  own 
eyes — none  others.  The  answers  may  be  destroyed 
after  they  have  been  written  and  read;  but  the 
benefit  derived  from  such  a  study  as  this  will  de- 
pend on  the  degree  of  honest  and  faithful  effort 
made  to  answer  them.  They  may  seem  too  minute, 
but  after  considerable  experience  in  studying  and 
teaching  temperament  the  author  is  of  the  opin- 
ion their  number  should  be  extended  rather  than 
diminished. 

Personal  Questions.  —  1.  Are  you  impulsive  ? 
This  means  not  only  are  you  quick  in  bodily  move- 
ments, but  do  you  make  up  your  mind  without 
much  meditation  and  apparently  without  much 
reason ;  and  do  you  act  when  under  a  sudden  im- 
pulse without  thinking,  sometimes  doing  things 
on  the  "  spur  of  the  moment"? 

2.  Are  you  more  ready  to  draw  favorable  conclu- 
sions than  unfavorable  ones,  or  are  you  looking  out 
for  faults  in  others  more  than  for  good  qualities  ? 

3.  Do  you  notice  readily  any  peculiarity  about 
another   person,  such  as  walk,  look,  speech,   or 
dress ;  and  are  you  accustomed  to  talk  about  these 
peculiarities  to  others,  or  do  they  pass  from  your 
mind  without  much  attention  ? 

4.  Are  you  buoyant  and  cheerful,  looking  out 
for  the  laughable  side  of  things,  always  making 
other  people  happy,  sometimes  inclined  to  be  friv- 
olous and  light,  or  is  your  character  the  opposite  ? 

5.  Are  you   easily  provoked,   do   small   things 


SELF-STUDY.  29 


rouse  your  anger,  and  then  after  you  have  ex- 
pended your  wrath  are  you  easily  reconciled  ?  In 
other  words,  are  you  excitable  ? 

6.  Are  you  emotional,  a  little  inclined  to  be  sen- 
timental, that  is,  do  you  like  to  read  poetry  con- 
taining sentimental  protestations  of  love  and  af- 
fection ;  or  are  you  rather  inclined  to  the  opposite 
feeling  ?     In  selecting  your  reading  do  you  take 
those  works  that  are   sober,  sedate,   descriptive, 
and  thoughtful ;  or  do  you  rather  like  to  read  those 
that  are  of  an  opposite  nature,  such  as  famous 
murder  cases  and  sensational  love-stories  ? 

7.  Are  you  ardent  in  everything,  or  only  in  some 
things;  that  is,  do  you  pursue  with  great  earnest- 
ness certain  subjects  and  certain  pursuits,  and  feel 
a  great  indifference  to  certain  other  subjects  and 
other  pursuits  ?    If  this  is  your  character,  state  on 
paper  what  those  pursuits  are  that  you  love  most. 
There  are  certain  poems  you  love  far  beyond  all 
others  :  write  the  names  of  three  or  four.     There 
are  certain  other  poems  and  books  that  you  do  not 
like — that  you  really  "cannot  bear  to  read:"  what 
are  these  ? 

8.  Are  you  enduring  in  work  ?     This  means 
whether  an  enterprise  that  you  undertook  last  year 
is  not  completed  to-day  and  has  almost  passed  from 
your  mind,  or  do  you  feel  that  when  any  work  is  un- 
dertaken you  must  keep  at  it  until  it  is  properly 
finished  ?     Have  you  a  dozen  things  lying  around 
half  done  which  you  "  intend  to  do  as  soon  as  you 
find  time,"  or  is  your  work  pretty  well  finished  as 


30          TEMPERAMENT  IN  EDUCATION. 

far  as  you  have  gone  in  life  ?  Do  you  frequently 
commence  a  book  and  after  reading  a  few  pages 
throw  it  down  with  the  exclamation,  "  I  don't 
like  that  book  and  don't  intend  to  read  it"?  It 
is  very  important  for  you  to  decide  your  peculiari- 
ties in  this  particular. 

9.  Are  muscular  pursuits  preferred  to  intellec- 
tual?   Do  you  like  to  make  a  box,  or  build  a  house, 
or  cultivate  land,  more  than  to  write  letters  and 
study  science  and  art  ?    Are  your  muscles  firm, 
well  developed,  strong?    Are  you  able  to  lift  heavy 
weights  without  much  difficulty,  or  are  your  mus- 
cles flaccid  and  weak,  and  do  you  feel  disinclined 
to  muscular  exercise  ?    Do  you  like  to  lie  abed  in 
the  morning  late,  feeling  a  reluctance  to  rise  and 
commence  the  duties  of  the  day,  or  do  you  open 
your  eyes  in  the  morning  with  the  feeling  "I  am 
glad  it  is  daylight  so  that  I  can  commence  my 
work,  which  I  want  so  much  to  complete  to-day"? 

10.  Do  you  like  bathing,  especially  bathing  in 
cold  water  ;  or  do  you  prefer  a  warm  bath,  in  the 
warm  part  of  the  day,  in  a  warm  room  ? 

11.  Are  you  equally  happy  in   the  pursuit  of 
small  as  well  as  of  great  things — in  other  words, 
do  you  take  as  much  delight  in  making  a  tidy 
or  in  fashioning  a  toy  or  in  making  a  box  as  in 
organizing  a  benevolence  or  conducting  a   Sab- 
bath-school, or  arranging  the  classes  in  a  public 
school,  or  in  starting  a  reading   club  which  will 
lead  many  boys  and  girls  to  get  a  love  for  good 
literature  ?     Do   small    home    affairs   make   you 


SELF  STUDY.  31 


more  happy  than  large  church  and  society  affairs  ? 
Do  you  enjoy  home  more  than  society,  or  do  you 
rather  like  to  be  in  a  large  company,  talking  and 
having  a  good  time,  more  than  being  at  home  by 
yourself  working  at  some  useful  occupation  ? 

12.  When  you  have  accomplished  a  work  do  you 
find  more  happiness  in  its  results  than  you  had  in 
its  pursuit ;  in  other  words,  does  an  accomplished 
end  make  you  happier  than  the  work  of  accom- 
plishing  that   end  ?     This   is   a  very  important 
question,  and  one  that  must  be  decided  after  care- 
ful thought.    Do  not  be  in  haste,  but  consult  your- 
self, and  perhaps  talk  with  some  confidential  friend. 

13.  Do  you  express  your  words  firmly,  decidedly, 
and  outspokenly,  saying  sometimes  with  a  loud 
voice  what  you  think  is  right  and  what  you  think 
is  wrong ;  and  in  taking  this  course  do  you  feel  at 
times  disregardful  of  the  opinions  of  others,  par- 
ticularly desirous  that  your  own  opinions  should 
be  known  and  respected,  without  much  regard  as 
to  whether  the  opinions  of  other  people  are  known 
or  respected  or  not  ? 

14.  Are  you  minutely  and  carefully  informed, 
or  do  you  draw  your  conclusions  without  sufficient 
evidence,  oftentimes  taking  supposition  in  place 
of  argument  ?    Do  you   conclude  that  a  certain 
thing  must  be  so,  as  though  it  was  so,  when  af- 
terward you  find  out  that  your  conclusions  were 
wrong  and  your  actions  were  many  times  out  of 
place  ?     This  is  a  very  important  point  to  be  de- 
cided in  reference  to  your  mental  make-up. 


32  TEMPERAMENT  IN  EDUCATION. 

15.  Are  you  of  a  jealous  disposition,  passionate  ? 
This  may  be  determined  by  asking  whether  you 
feel  very  deeply  when  a  person  occupies  a  place 
that  you  imagine  you  ought  to  occupy,  or  when 
some   one  is  placed  before  you  who,  you  think, 
does  not  deserve  advancement  as  much  as  your- 
self.    It  is  difficult  sometimes  to  answer  these  deli- 
cate questions,  but  if  you  desire  to  improve  you 
must  be   willing  to  know  the   truth   concerning 
yourself,  even  though  that  truth  sometimes  hurts 
your  pride. 

16.  How  are  you  in  reference  to  business  mat- 
ters ?    Are  you  cool,  wary,  persistent,  or  are  you 
hasty,  careless  ?    Do  you  keep  an  account  of  the 
money  you  receive  and  the  money  you  spend,  and 
once  in  a  while  balance  accounts  and  see  where 
you  could  curtail  your  outgoes  and  increase  your 
incomes  ? 

17.  Are  you  in  general  eager,  earnest,  and  per- 
sistent ?     This  does  not  mean  are  you  ardent,  so 
much  as  are  you  in  dead  earnest  when  you  under- 
take a  thing?     There  are  some  people  who  are 
very  ardent,  but  they  are  not  earnest;  there  needs 
to  be  a  careful  discrimination,  here  and  in  examin- 
ing yourself  you  should  ascertain  the  truth  in  this 
particular. 

18.  Do  you  like  gainful  pursuits — those  that 
bring  in  the  money ;  and  are  you  looking  out  for 
means  to  make  money ;  and  do  you  value  pecuniary 
rewards  more  than  praise,  or  the  rewards  of  an  ap- 
proving conscience  ?    And  also,  do  you  like  gainful 


SELF-STUDY.  33 


pursuits  that  do  not  require  muscular  but  rather 
intellectual  excellence  ?  In  other  words,  would  you 
prefer  to  write  for  papers  or  write  books,  rather 
than  to  engage  in  carpentry  or  farming  or  sewing 
or  keeping  house  ? 

19.  Are  you  ready  to  forgive,  but  do  you  say  I 
can  never  forget  ? 

20.  Do  personal  comforts  and  good  living,  pleas- 
ant rooms  and  agreeable  surroundings,  satisfy  you, 
make  you  happy  ?    Of  course  every  one  more  or 
less  values  these  comforts,  but  do  you  think  that 
this  feature  of  your  character  is  excessive  ? 

21.  Are  you  usually  informed  in  reference  to 
every-day  matters?    Are  you    ready    to    answer 
questions  that  every  one  ought  to  know — as  the 
distance  to  certain  places,  or  the  price  of  certain 
articles,  or  the  standing  of  certain  authors,  or  the 
method  of  working  certain  examples  in  arithmetic ; 
or  do  you  frequently  find  yourself  unable  to  answer 
these  questions  at  once,  obliged  to  wait  awhile, 
and  collect  your  thoughts — perhaps  investigate  ? 

22.  Do  you  take  more  pleasure  from  what  pleases 
the  senses — as  the  eye,  the  ear,  taste,  or  hand — 
than  you  do  from  that  which  engages  the  mind  ? 
In  other  words,  would  you  rather  see  a  good  play  or 
spectacular  performance  where  there  is  good  music 
and  good  speaking,  than  to  read  a  good  author 
alone  or  with  a  friend  ? 

Now,  and  last,  select  and  copy  from  the  follow- 
ing words  those  that  more  nearly  apply  to  you. 
Add  others  from  the  questions  just  asked.  This 


34          TEMPERAMENT  IN  EDUCATION. 

will  help  you  in  deciding  more   accurately  your 
mental  characteristics. 

Impulsive.  Animated.  Excitable.  Kapid  in 
walk  and  in  speech.  Particular.  Sensitive.  Fas- 
tidious. Irresolute.  Enduring.  Happiness  from 
travelling,  from  art,  from  literature,  from  intellect- 
ual pursuits,  from  muscular  pursuits.  A  plodder 
in  business.  Slow  of  speech.  Passionate.  Etc.,  etc. 


HOW   TO  IMPROVE.  35 


HOW  TO  IMPROVE. 

Space  will  only  permit  us  to  give  a  very  few 
suggestions  under  this  head,  although  much  more 
could  be  said  with  profit  than  room  can  be  found 
to  say. 

1.  If  you  are  impulsive,,  and  accustomed  to  make 
up    your    rnind   without   much   meditation,,   you 
should  be  careful  about  your  bodily  conditions : 
keep  the  system  in  perfect  order,  sleep  more  and, 
get  more  control  over  the  will  as  far  as  possible ; 
think,  "I  must  speak  more  slowly,  I  must  walk 
more  slowly."      Associate  with  persons  of  slow 
speech,  and  notice  their  excellences.     Vigilance 
will  be  the  price  of  success. 

2.  If  you  are  liable  to  draw  unfavorable  conclu- 
sions more  readily  than  favorable  ones,  you  must 
accustom  yourself  to  look  on  the  good  side  of  peo- 
ple rather  than  on  the  bad  side.     You  will  find  no 
one  who  has  not  in  him  something  good;  if  you 
are  tempted  to  say  something  unfavorable  about 
any  one,  stop  and  think,  and  instead  of  saying  it, 
say  something  good.     Keep  at  this,  and  you  will 
change  in  the  course  of  a  year  your  habit   of 
thinking  in  this  particular. 

3.  If  you  have  an  unpleasant  habit  of  noticing 
little  things  about  persons  that  are  unnecessary  to 
notice,  you  can  correct  this  by  avoiding  to  talk  on 


36          TEMPERAMENT  IN  EDUCATION. 

this  subject  at  all.  If  you  do  not  say  a  word,  you 
will  find  your  thoughts  very  soon  changing  to  an- 
other channel ;  but  it  is  well  also  to  be  particular 
in  reference  to  what  you  think  about.  This  habit 
will  be  of  great  use  to  you  in  your  work  in  life. 

4.  If  you  are  frivolous  and  light,  you  can  easily 
check  this  by  avoiding  the  companionship  of  those 
who  waste  their  time  in  unprofitable  conversation; 
a  great  deal  of  our  character  depends  upon  those 
with  whom  we  associate.      Frivolous  people  who 
associate  with  frivolous  people  intensify  their  char- 
acters.    Eead  sober  books  that  interest  you :  by  no 
means  force  yourself  to  read  those  books  that  are 
uninteresting.      The   character  of    your  reading 
will  help  you  in  this  particular  very  much. 

5.  If  you  are  easily  provoked  and  small  things 
rouse  you  to  anger,  you  can  correct  this  by  a  pro- 
cess of  reasoning.      After  you  have  had  a  fit  of 
anger  over  something  that  is  really  of  no  conse- 
quence, sit  down  and  think  "  what  a  fool  I  made 
of  myself!   I  had  no  reason  to  get  angry,  or  at  least 
very  little  occasion  for  it,  and  it  would  have  been 
far  better  if  I  had  kept  still.     The  thing  I  was 
angry  about  would  have  righted  itself  in  a  very 
short  time  if  left  alone/'     In  other  words,  bring 
yourself  before  the  bar  of  your  own  judgment  and 
condemn   your   conduct  in   the   strongest  terms, 
and  do  so  every  time  you  fall  into  fits  of  unrea- 
sonable anger.     If  you  keep  up  this  faithfully  for 
a  year,  you  will   change   your  whole  manner  of 
thinking  and  acting  in  this  particular. 


HOW   TO  IMPROVE.  37 

6.  If  you   are  sentimental,  you  must  not  read 
sentimental  poetry  or  stories,  or  associate  with  sen- 
timental persons.    Stop  it  at  once,  for  there  is  noth- 
ing worse  for  a  person  than  to  be  carried  away  by 
mere  sentiment.     But,  on  the  other  hand,  if  you 
are  too  cold  and  distant,  wanting  in  love  and  emo- 
tion, it  is  your  duty  to  read  something  sentimental, 
even  though  it  be  at  first  distasteful  to  you.     Kead 
it  over  and  over  again,  until  you  come  to  absorb 
what  is  good  in  the  sentiment  and  value  it  for  its 
own  sake.     A  cold  and  distant  person  will  never 
make  friends,  neither  will  a  very  sentimental  per- 
son.    The  golden  mean  is  the  true  way. 

7.  If  you  pursue  some  things  with  great  earnest- 
ness, and  neglect  other  things,  you  can  correct  the 
habit  by  an  effort  of  the  reason  and  will:  make  up 
your  mind  that  the  thing  that  you  neglected  to- 
day must  be  done, — that  is,  if  it  is  of  importance  to 
be  done, — and  go  about  it;  drop  everything  possible 
until  it  is  done,  and  then  never  commence  any- 
thing unless  you  are  determined  to  finish  it.     If 
you  are  not  enduring  in  work  you  will  not  succeed. 
You  must  determine  by  a  strong  effort  of  the  will 
to  do  what  your  judgment  tells  you  you  ought  to 
do,  and  do  it  in  spite  of  a  strong  inclination  you 
may  have  to  omit  the  doing  of  it. 

8.  If  you  do  not  like  bathing,  but  rather  are  in- 
clined to  effeminacy,  you  can  overcome  this  by 
gymnastic  exercises,  out-of-door  sports,  and  a  fol- 
lowing of  the  laws  of  hygiene  and  health.     Eeason 
about  your  health,  and  say,  "  It  is  for  my  advan- 


38          TEMPERAMENT  SAT  EDUCATION. 

tage  that  I  should  become  more  muscular  or  more 
able  to  stand  cold;"  and  then  follow  persistently 
the  laws  of  health  and  the  advice,  if  necessary,  of  a 
physician — but  usually  the  ordinary  laws  of  health 
are  known  so  well  that  it  is  not  necessary  to  pay  for 
medical  advice  unless  you  are  sick.  The  reason  so 
many  people  fail  in  health  is  because  a  great  many 
are  not  willing  to  live  up  to  the  light  they  have. 
They  follow  ease  and  inclination  rather  than  duty 
and  principle. 

9.  If  you  are  timid,  and  feel  that  your  opinions 
are  of  no  account,  and  always  inclined  to  shrink 
from  public  gaze,  and  never  express  your  thoughts 
even  though  you  are  conscious  you  have  better 
ones  than  you  hear  others  express,  you  can  over- 
come this  by  appealing  to  your  sense  of  duty.  It 
is  your  duty  to  say  at  the  proper  time,  decidedly, 
what  you  know  to  be  the  right.  You  need  not  be 
obtrusive — you  should  not  be  ;  but  there  are  plenty 
of  opportunities  for  you  to  express  your  thoughts, 
and  express  them  decidedly,  and  in  a  firm  tone  of 
voice.  This  will  help  you.  Your  thinking  and 
indecision  of  speech  come  from  a  want  of  clearness 
of  apprehension.  If  you  make  up  your  mind  that 
a  certain  thing  is  right,  and  say  so,  you  will  be 
led  more  clearly  to  see  what  is  right  than  you 
could  be  as  long  as  you  are  accustomed  to  be  half 
decided  and  unwilling  to  express  your  opinions. 
None  will  think  any  less  of  you  for  a  positive  ex- 
pression of  what  you  believe  to  be  the  truth.  In 
fact,  no  one  thing  will  add  more  to  your  success  in 


HOW  TO  IMPROVE.  39 

life  than  the  speaking  of  the  truth  decidedly  and 
earnestly  on  all  proper  occasions,  and  yet  in  love. 

10.  If  you  are  not  minutely  informed,  you  can 
easily  become  so  by  mental  decision.  Commence 
with  one  or  two  things,  and  inform  yourself  about 
them  until  you  KNOW  wliat  you  know.  Never 
under  any  circumstances  express  an  opinion  until 
you  are  positive  you  know  that  what  you  say  is  ex- 
actly the  truth.  This  will  cure  you  of  the  defect 
of  frequently  saying  that  a  thing  is  so  when  after- 
ward you  find  out  to  your  chagrin  that  it  is  not  at 
all  what  you  said  it  was.  Do  not  be  afraid  to  say 

"  I  DO  NOT  KNOW." 


40          TEMPERAMENT  IN  EDUCATION. 


GENERAL  SUGGESTIONS. 

Self-improvement  is  accomplished  by — 
1.  Knowing  in  what  respects  we  ought  to  im- 
prove. As  this  treatise  considers  somewhat  bodily 
functions  as  well  as  mental  conditions,  we  shall 
confine  ourselves  here  to  physical  conditions. 
Find  out  in  what  respects  your  bodily  actions 
hinder  the  normal  workings  of  the  mind  and 
heart.  It  may  be  that  you  should  consult  a  phy- 
sician, for  our  mental  states  are  much  dependent 
on  our  bodily  organizations  and  conditions.  Hav- 
ing ascertained,  both  by  your  own  introspection 
and  knowledge,  and  the  aid  you  can  get  from 
others,  in  what  respects  you  ought  to  improve, 
then  set  yourself  about  the  work  of  improvement 
with  a  will.  Commence  with  one  thing  at  a  time. 
Many  fail  because  they  attempt  too  much  at  once. 
If  you  are  very  hasty  in  speech,  commence  with 
this,  and  use  the  means  to  correct  the  defect;  or  if 
you  are  accustomed  to  draw  hasty  conclusions,  go 
at  this;  or  if  your  memory  fails  you,  then  take  the 
means  to  correct  this.  Don't  try  too  many  things 
at  a  time,  or  you  will  fail  in  all.  A  thorough 
course  of  mental,  spiritual,  and  bodily  training,  in 
order  to  accomplish  the  greatest  good,  must  take 
time. 


GENERAL   SUGGESTION'S.  4! 

2.  Be  careful  in  reference   to  your  associates. 
If  you  are  slow  and  logy,  and  cannot  command 
your  thoughts  readily,  and  draw  your  conclusions 
with  great  difficulty,  then  associate  with  persons  of 
opposite  characteristics,  and  not  with  those  of  like 
qualities  as  yourself.     Much  injury  is  done  to  ner- 
vous people  by  associating  with  nervous  people, 
and   to  phlegmatic  temperaments  by  associating 
with  other  phlegmatic  temperaments.     The  golden 
mean  is  what  we  should  seek  in  self-improve- 
ment.    The  ideal  human  being  has  never  yet  ap- 
peared, except  as  we  find  it  in  the  person  of  Christ, 
whose  character  as  a  man  is  so  high  that  it  is  dif- 
ficult for  us  to  attain  anywhere  near  it.     The  lives 
of  great   men  show  us  that  even  the  wisest  have 
had  many  idiosyncrasies.     At  best  we  can  only 
attain  an  imperfect  perfection. 

3.  Carefully  choose   your  reading :    much  de- 
pends upon  this.     We  become  very  much  like  our 
ideals,  and  our  ideals  are  mainly  formed  through 
the  books  we  read.     As  a  rule,  we  should  only  read 
what  we  like  to  read.     It  may  seem  impossible  to 
like  what  we  dislike.    A  little  thought  will  show 
that  what  we  dislike  is  not  what  we  imagined 
it  is. 

We  often  dislike  a  certain  kind  of  reading  because 
we  are  ignorant  of  what  it  is.  We  frequently  im- 
agine we  dislike  certain  persons,  simply  because 
we  do  not  know  what  these  persons  are  like.  An 
inveterate  novel-reader  will  devour  one  class  of 
novels,  and  never  think  that  his  taste  could  be 


42          TEMPERAMENT  IN  EDUCATION. 

changed.  The  same  may  be  said  of  those  who  are 
in  love  with  mathematical,  historical,  or  philo- 
sophical pursuits.  There  is  a  great  deal  in  the 
temper  of  reading.  By  this  we  mean  that  there 
should  be  an  equalization  in  what  we  read.  We 
should  like  what  is  useful  to  us,  and  always  re- 
member that  what  is  useful  will  be  interesting  if 
we  properly  go  at  it. 

4.  Self-improvement    depends    upon    the  will : 
persons  of  weak  will  can  never  be  different  from 
what  they  are.     They  will  go   along  year  after 
year,  intensifying  peculiarities.    With  a  knowledge 
of  defects  there  must  be  a  strong  will  to  remedy 
these  defects,   if  improvement  is   expected.      A 
vigorous  will  is  an  evidence  of  intelligence,  but  it 
should  be  remembered  that  will  pciver  is  not  wil- 
fulness.     The  exercising  of  will  power  is  an  exer- 
cise of  the  whole  mind,  but  the  exercise  of  wilful- 
ness  is  action  with  little  or  no  mind  in  it.     An 
animal  very  low  down  in  the  scale  of  intelligence 
may  show  great  wilfulness,  and  so  may  an  idiot ; 
and  wherever  we  find  wilfulness  either  in  mature 
or  immature  persons,  it  is  an  evidence  of  very  im- 
perfect mental  action.     An  intelligent  will  prop- 
erly intensified  will  be  a  force  that  will  remedy  a 
thousand  defects.     This  is  a  most  important  sug- 
gestion. 

5.  Incidentally  it  should  be  remarked  that  clean- 
liness, correct  dressing,  and  proper  appearance  are 
essential  to  the  highest  mental  and  spiritual  suc- 
cess.    It  is  one  of  the  elements  of  self-knowledge 


GENERAL  SUGGESTIONS.  43 

to  know  how  to  dress  properly.  Thousands  of 
teachers  have  failed  to  make  the  best  impression 
upon  their  pupils  and  the  best  improvement,  be- 
cause they  have  not  known  how  to  present  them- 
selves properly  before  their  pupils.  A  very  homely 
person  well  dressed  will  appear  to  be  quite  good- 
looking,  whereas  a  good-looking  and  even  quite 
handsome  person  may  carry  the  impression  of 
being  homely  on  account  of  some  incongruity  of 
dress,  appearance,  or  speech. 


44          TEMPERAMENT  IN  EDUCATION. 


HOW  TO  STUDY  CHILDREN- 

Its  Importance. — In  directing  the  growth  of 
children  we  learn  much  from  plant-life.  There 
must  be  good  soil,  careful  nurture  at  first,  good 
seed,  proper  amount  of  sunshine,  rain,  and  shade. 
Not  all  should  be  treated  alike.  How  unnatural 
it  would  be  to  treat  young  tomatoes,  onions,  peas, 
beans,  corn,  and  trees  in  the  same  manner.  It  is 
true  there  is  not  as  much  difference  between  chil- 
dren as  between  the  various  forms  of  plant-life; 
but  there  are  great  differences — so  great,  we  can 
see,  that  no  two  children  can  safely  have  the  same 
treatment.  Here  is  a  girl  with  black  eyes,  dark 
hair,  stout  and  robust,  full  of  laughter,  fun,  and 
frolic;  by  her  side  is  another  of  the  same  age,  but 
with  very  light  complexion,  white  or  red  hair, 
slim,  demure,  and  often  sad.  It  cannot  for  a 
moment  be  supposed  that  these  two  children  will 
thrive  under  the  same  treatment :  what  will  be 
food  to  one  will  be  poison  to  the  other. 

There  are  four  classes  of  boys  and  girls,  as  there 
are  four  classes  of  mature  men  and  women  :  THE 
NERVOUS,  THE  SANGUINE,  THE  LYMPHATIC,  AND 
THE  BILIOUS. 

It  is  first  of  all  necessary  to  determine  what  the 
temperament  of  the  child  is,  and  then  to  give  the 


HO W   TO   STUDY   CHILDREN.  45 

child  such  treatment  as  will  promote  its  healthy 
growth. 

In  What  Particular  Children  are  Alike. 

All  healthy  children  are  hungry. 

They  are  generally  trustful.  If  found  distrust- 
ful, it  may  be  certain  there  is  something  wrong  in 
their  development. 

As  a  rule,  they  are  kind  to  animals  and  fond  of 
them.  Native,  inborn  cruelty  is  rare. 

Children  like  other  children  better  than  older 
people. 

They  are  very  imaginative. 

Get  a  great  amount  of  pleasure  from  little  things. 

Naturally  not  afraid,  at  first,  except  of  falling. 
It  is  strange  that  all  infants  before  they  have  had 
any  experience  of  life  seem  to  possess  the  instinc- 
tive fear  of  falling.  There  have  been  various  theo- 
ries accounting  for  the  cause  of  this,  but  none,  as 
far  as  we  know,  have  satisfactorily  explained  the 
fact. 

Love  all  kinds  of  muscular  motions. 

Have  little  patience. 

Eestless  under  restraint. 

Affectionate,  often  loving  very  uncouth  and  un- 
attractive things. 

In  all  children,  taste  is  the  first  sense  that  is 
fully  developed,  and  sight  is  the  last.  Greediness 
is  in  consequence  of  the  early  development  of  the 
sense  of  taste. 

The  auditory  sensations  are,  next  to  taste,  the 
earliest  developed. 


46          TEMPERAMENT  IN  EDUCATION. 

Much  time  is  needed  for  children  to  learn  to 
see  things  correctly. 

Delight  in  rhythmical,  not  necessarily  musical, 
sounds. 

All  children  delight  in  a  sense  of  ownership. 


A   FEW  FACTS  IN  CHILD-GROWTH.       47 


A  FEW  FACTS   IN  CHILD-GROWTH. 

CUTANEOUS  SENSIBILITY  CAUSING  A  SENSE  OF  PAIN. 


Instinctive 
Senses : 


(  Desire  for  sleep. 
I.   •<  Desire  for  food. 

(  Inborn  fear  of  falling. 

Seeing. 

Hearing. 
1  Tasting. 
[  Smelling. 


( 
J 


Whether  there  is  seeing,  hearing,  tasting,  and 
smelling  at  first  is  a  question;  but  it  is  at  least 
certain  that  these  senses  are  quite  dull  and  slow 
in  action  in  the  very  young  child. 

Anger. 

Jealousy. 

Sympathy,  first  manifested  towards 
animals — a  doll,  often,  more  than 
Sentiments:  \  for  a  fallen  horse.  It  is  not  a 
moral  emotion  when  first  ex- 
hibited. 

Love. 

Wilf  ulness. 

Anger  often  shows  itself  when  the  child  is  quite 
young. 

Jealousy  does  not  usually  manifest  itself  until 
the  child  is  about  a  year  old. 

Pure  affection  is  of  slow  growth.     "When  first 


48 


TEMPERAMENT  IN  EDUCATION. 


exhibited  it  has  little  disinterestedness  in  it ;  but 
when  it  commences  to  grow  it  matures  quite  rapid- 
ly. Affection  is  much  stronger  in  children  towards 
human  beings  than  towards  inferior  animals,  as 
cats  and  dogs. 


Native 
Intellectual 
Endow- 
ments : 


Early 
Acquired 
Intellectual 
Endow- 
ments: 


Later 
Acquired 
Endow- 
ments : 


Curiosity,  inquisitiveness. 

Desire,  sjelfishness. 

Talkativeness. 

Capacity  for  self-entertainment. 

Recognition  of  its  dual  self. 

Led  by  motives  more  or  less  strong. 

Perception.    )  Memory,  (of  the  ac- 

Comparison.  )  tual). 

Rudimentary  reasoning,  both  syn- 
thetic and  analytic. 

Reflective  powers,  both  synthetic 
and  analytic,  leading  to  generali- 
zation, (rudimentary). 

Little  ideality,  and  so,  little  imagina- 


tion for  the  first 
years. 


three  or  four 


Power  of  discriminating  between  the 
different  feelings  and  emotions. 

Power  of  knowing  things,  and  what 
they  suggest. 

Power  of  knowing  the  true  from  the 
false,  the  real  from  the  unreal  and 
deceptive,  (moral  perception). 

The  power  of  determining  intelli- 
gently as  to  what  is  best  or  not 
best,  (moral  and  intellectual  will- 
power.) 


A  FEW  FACTS  IN  CHILD-GROWTH.       49 

A  few  facts. — 1.  Perception  can  only  be  strength- 
ened by  constant  exercise.  In  some  persons  it  re- 
mains in  an  immature  condition  all  the  life. 

2.  The  memory  is  strong  as  soon  as  perception, 
association,  and  comparison  are  developed.     Let  a 
child  see  a  thing  or  a  fact  distinctly,  associate  it 
with  something  else  it  has  seen  distinctly,  or  in 
other  words,  something  which  it  knows;  and  then 
let  him  compare  the  two,  and  he  will  remember. 
Let  our  readers  try  this  experiment  and  determine 
the  truth  of  this  statement.     Poor  memories  in 
children,  as  well  as  mature  people,  are  results. 
Remove  the  causes. 

3.  The  order  of  mental  growth  is  (a)  the  power 
of  feeling,  (b)  the  power  of  knowing,  and  (c)  the 
power   of    determining.     It   must  be  always  re- 
membered that  spasmodic  cases  of   wilfulness  in 
children  give  no  indication  as  to  the  power  of  de- 
termining.    This  comes  much  later  in  life. 

4.  Effective  reasoning  powers  are  not  developed 
until  the  reflective  powers  are  somewhat  mature. 
What  does  this  mean?    Just  this,  viz.,  that  before 
a  child  can  undertake  to  solve  the  problems  in 
arithmetic  that  require  much  effort,  he  must  be 
able  to  perceive  things  correctly  and  clearly,  be 
able  to  recall  his  perceptions  with  ease  and  correct- 
ness, and  rccombine  them  in  new  relations.     This 
last  point  is  essential  to  successful  mathematical 
study.     The  ideal  must  be  cultivated  if  the  mathe- 
matics are  mastered. 

5.  Synthetic  reflection  promotes  generalization, 


50          TEMPERAMENT  IN  EDUCATION. 

Analytic  reflection  promotes  reasoning.  Compari- 
son, united  with  ideality  and  a  strict  regard  for  the 
truth,  promotes  correct  judgment.  The  power  of 
correct  generalization,  reasoning,  and  judgment 
call  into  exercise  the  highest  powers  of  the  human 
mind.  These  powers  are  possessed,  in  any  de- 
gree of  perfection,  only  by  the  wisest  of  the 
human  race.  Teachers  ought  not  to  feel  discour- 
aged if  young  men  and  women  under  their  care  are 
slow  in  maturing  these  faculties.  In  many  cases 
they  do  not  reach  any  great  degree  of  perfection, 
until  middle  life. 


HEALTHY  CHILD-GROWTH.  51 


HOW   TO  PROMOTE  HEALTHY  CHILD- 
GROWTH. 

Enough  has  been  said  to  show  that  each  child 
must  have  special  study.  The  method  of  grading 
in  some  places  is  often  more  in  accordance  with 
age  and  size  than  personal  endowments.  Pupils 
of  a  certain  age  are  put.  into  certain  classes, 
whether  they  are  fitted  to  be  there  or  not,  and 
kept  there  until  they  can  pass  the  examinations. 
This  is  not  according  to  the  teaching  of  psychology. 
We  must  recognize  in  each  child  its  own  individu- 
ality. 

1.  The  first  thing,  then,  to  do  is  to  study  the  needs 
of  each  individual  child,  and  afterward  classify  the 
school  in  accordance  with  the  decisions  arrived  at. 
Some  children  need  a  great  deal  of  out-door  exer- 
cise. Let  them  have  it.  Nature  is  the  best 
teacher.  If  we  follow  the  indications  of  Nature 
we  shall  not  go  very  far  out  of  the  way.  It  would 
be  cruel  to  require  a  demure,  sad,  delicate  child, 
who  is  naturally  reflective  and  fond  of  reading  and 
writing,  to  remain  in  a  warm  room,  and  push  her 
on  in  her  studies  so  that  she  may  shine  in  the 
school  as  a  brilliant  scholar.  Before  she  is  a 
young  woman  she  may  injure  her  health  if  not 
hopelessly,  yet  in  after-life  she  may  become  a  ner- 


52  TEMPERAMENT  IN  EDUCATION. 

vous  wreck.  The  brilliant  morning  may  close  in  a 
cloudy  afternoon.  On  the  other  hand,  the  active, 
healthy,  vigorous  child,  who  is  running  and 
romping  with  all  his  might  out-of-doors,  and 
whose  whole  life  is  bound  up  in  fun  and  frolic,  will 
bear  as  much  in-door  work  as  it  is  possible  to  give 
him.  There  must  be  great  flexibility  if  we  expect 
our  children  to  become  strong  and  healthy  in  after- 
life. 

2.  The  development  of  the  mind  of  the  child 
must  be  determined.  In  some,  the  reflective  fac- 
ulties develop  quite  early;  in  others,  quite  late. 
Some  are  very  imaginative,  and  love  poetry;  others 
are  not  at  all  imaginative,  and  cannot  bear  to  read 
poetty.  Some  children  develop  a  mathematical 
faculty,  and  delight  in  arithmetic,  and  can  very 
soon  study  the  elements  of  geometry  and  algebra. 
Others  are  almost  dunces  in  mathematics.  In 
older  times  it  was  supposed  that  a  child  should  be 
made  to  study  that  which  he  most  disliked,  in 
order  to  promote  his  equable  development.  For 
example,  if  his. memory  was  poor,  his  memory 
should  be  trained  directly.  This  is  wrong.  The 
training  of  the  mind  must  proceed  along  the  lines 
of  the  greatest  activities,  not  along  the  lines  of 
the  least  activities.  Let  us  see  what  this  means. 
If  a  child  delights  to  read  and  write,  but  has  a 
poor  technical  memory,  let  that  child  read  and 
write  to  her  heart's  content.  Let  the  memory  alone, 
but  give  exercises  in  reproducing  what  is  read  or 
written,  also  in  comparison  and  association.  The 


HEALTHY  CHILD-GROWTH.  53 

memory  will  be  thus  trained  without  giving  words 
and  dates  to  be  committed  to  memory.  Much  is 
said  now  concerning  the  training  of  the  retentive 
faculty,  and  the  best  conclusion  of  those  who  have 
studied  the  matter  is  that  memory  is  strong  in 
proportion  as  the  observation,  association,  and 
imagination  are  strong.  Careful  habits  of  obser- 
vation and  the  forming  of  habits  of  associating 
similar  things  will  always  strengthen  the  memory. 
In  no  other  way  can  this  work  be  accomplished. 

Then  wisdom  shows  us  that  we  should  give  such 
children  as  have  poor  memories  a  great  deal  of  ob- 
servation work  and  association  work,  and  it  will  be 
seen  very  soon  that  the  memory  will  assert  its 
power.  For  example,  if  a  child  dislikes  to  memo- 
rize dates  in  history,  at  first,  give  no  dates  in  history 
for  the  child  to  remember.  But  what  shall  we  do  ? 
Take  this  course  :  Tell  a  story  to-day,  to-morrow 
tell  another  one;  let  it  follow  in  the  order  of  time 
after  the  preceding  one;  the  next  day  tell  another 
one — let  this  follow  in  the  order  of  time.  Now 
after  several  stories  are  told  and  reproduced,  ask 
which  one  came  first,  which  second,  which  third. 
Now,  what  relation  has  the  second  to  the  third, 
and  so  on.  After  the  order  of  relationship  has 
been  established,  then  the  date  can  come  in;  but 
not  until  this  order  of  relationship  has  been  es- 
tablished should  the  date  be  given.  If  this  course 
be  pursued,  children  will  have  no  difficulty  in  re- 
membering dates  and  names  also.  The  reason 
that  some  children  do  not  like  number  is  because 


54          TEMPERAMENT  IN  EDUCATION. 

the  faculty  of  relation  is  not  developed;  the  child 
puzzles  over  his  examples  in  arithmetic  because  he 
does  not  see  the  relation  between  their  parts.  He 
reads,  "  A  man  bought  a  piece  of  ground  for  $500, 
and  sold  half  of  it  for  $300,  and  one  fourth  of  the 
remainder  for  $200.  What  did  he  make  by  the 
transaction  ?"  Many  children  are  entirely  unable 
to  solve  such  an  example  as  this — not  because  it 
is  difficult,  but  because  the  relations  between  the 
parts  are  not  clearly  seen.  Do  not  urge  children 
on  in  mathematics  faster  than  they  can  under- 
stand; but  urge  them  on  AS  FAST  AS  POSSIBLE  in 
the  direction  they  like  to  go,  and  every  month  re- 
classify  the  school  in  reference  to  attainments. 
Very  much  more  could  be  said  under  this  head, 
but  enough  has  been  written  to  show  in  what  di- 
rections children  should  receive  impulses,  and  in 
what  directions  they  should  not. 

3.  Again,  healthy  growth  is  natural  growth,  and 
in  accordance  with  natural  activities.  Do  not  force 
in  unnatural  directions.  Gnarly,  misshapen, 
ugly  results  will  be  sure  to  appear.  Watch  the 
trees,  watch  the  growing  plants  in  the  spring; 
study  the  farmer  as  he  cultivates  his  corn  and 
potatoes,  and  imagine  that  the  vegetables  are 
children,  and  as  nearly  as  possible  imitate  Nature. 
Follow  Nature,  and  you  will  not  be  very  far  out  of 
the  way. 


TEMPERAMENTAL  DIFFERENCES.        $5 


CONCERNING  TEMPERAMENTAL 
DIFFERENCES. 

Much  can  be  said  concerning  this  subject,  but 
we  have  only  space  to  condense  a  few  thoughts 
that  thinking  teachers  can  easily  make  use  of. 
Much  that  is  said  here  can  also  be  found  in  "Mind 
Studies  for  Young  Teachers." 

1.  Determine  the  temperaments  of  your  pupi]s. 
This  means  their  physical  characteristics  and  men- 
tal peculiarities. 

2.  Give  more  exercise  and  stimulus  to  the  lym- 
phatic and  logy  ones  than  to  the  nervous. 

3.  Do  not  put  two  pupils  of  the  same  tempera- 
ment in  the  same  seat. 

4.  Speak    quietly  and  gently  to   the    nervous 
child,  and  by  no  means  point  out  publicly  her  mis- 
takes.     The  lymphatic  boy  or  girl  needs  a  little 
more  vigorous  treatment.     It  should  be  kind,  but 
it  can  be  energetic. 

5.  Remember  that    nervous  children  do  many 
things  from  impulse.      This  should  be  remem- 
bered in  dealing  with  them.     If  a  nervous  child 
becomes  angry  and  stubborn,  let  her  alone.     She 
will  come  to  her  senses,  and  a  quiet,  kind  remark 
will  bring  everything  around  in  a  short  time. 


56          TEMPERAMENT  IN  EDUCATION. 

6.  The  nervous   child  needs   direction.     Many 
young  teachers  are  very  much  afraid  of  saying  no. 
It  depends  altogether  in   what   spirit  this   littel 
word  is  uttered.     It  may  be  spoken  in  such  a  way 
as  to  rouse  all  the  malignant  passions  of  the  soul, 
or  it  may  be  uttered  in  such  a  manner  as  to  arouse 
the  tenderest  sympathies.     Nervous  children  need 
government;  but  be  careful  that  this  government 
is  full  of  kindness  and  love,  and  yet  full  of  inflexi- 
bility, quiet  determination,  and  courage. 

7.  A  nervous-sanguine  child  will  bear  a  great 
deal  of  firm  government.     Don't  be  afraid  to  say 
quietly,  but  firmly  and  kindly,  "No."    Tears  will 
flow ;  angry,  hasty  words  very  likely  be  uttered; 
but  don't  mind:   keep  cool,  collected,  and  firm; 
say  little,  and  that  little  kindly,  in  a  quieting  tone 
of  voice.     The  shower  will  pass,  and  with  the  tear- 
drop on  the  cheek  the  penitent  regret  will  follow. 

8.  If  the  bilious  temperament  is  mixed  with  a 
little  lymphatic  and  a  little  nervous,  there  will 
often  be  difficulty  of  a  serious  nature.     Outbursts 
of    passion  will    not    pleasantly  pass  away,  but 
there  will  be  sulkiness,  moroseness,  backbiting,  and 
a  disposition  to  stir  up  mischief.     This  needs  care- 
ful treatment.     The  best  way  to  treat  such  cases 
as  this  is:  (1)  ask  the  doing  of  a  favor;  (2)  show  con- 
fidence by  assigning  some  special  work  where  it  is 
possible ;  (3)  talk  alone,  and  in  a  natural  but  de- 
cided tone  of  voice  awaken  the  conscience;  (4)  be 
unyielding  in  action,  but  use  great  care  how  you 


TEMPERAMENTAL  DIFFERENCES.        57 

threaten  or  promise,  or  seem  anxious  to  obtain 
personal  favor;  (5)  if  you  have  been  wrong,  say  so 
in  a  manly  manner,  but  not  in  a  craven  spirit;  (6) 
keep  the  reins  as  in  driving  horses — in  your  own 
hands ;  (7)  ask  a  skilful  horse-trainer  how  he  deals 
with  a  balky  horse,  a:id  apply  his  wisdom  to  the 
child. 

9.  Because  a  lymphatic  child  is  apparently  stub- 
born, be  careful  that  you  do  not  mistake  his  mo- 
tive.    A  nervous  teacher  trying  to  move  a  lym- 
phatic boy  to  action  by  more  nervousness  is  a 
ridiculous  sight.     The  immobility  of  the  one  is 
only  matched  by  the  impatience  of  the  other. 

10.  The  temperaments  most  injured  by  injudi- 
cious teachers  are  the  bilious  and  nervous.     The 
sanguine  and  lymphatic  will  stand  uninjured  a 
great  amount  of  abuse. 

Many  a  bilious  boy  has  been  sent  to  the  State's 
prison,  if  not  to  the  gallows,  by  ignorant  teachers. 

General  Notes. — 1.  Be  certain  you  understand 
your  child  before  you  punish. 

2.  Be  also  certain  the  child  understands  you  be- 
fore you  blame  him. 

3.  General    complaining    remarks    before    the 
school  are  always  out  of  place.     No  two  pupils 
hear  them  alike. 

4.  The  child  of  slow  comprehension,  sluggish 
movements,  may  in  the  long-run  come  out  ahead. 

5.  The  least  hopeful  temperament  is  the  pure 


58          TEMPERAMENT  IN  EDUCATION. 

bilious-lymphatic,  when  it  has  been  subjected  to 
wrong  influences  at  home  or  in  the  street. 

6.  The  most  hopeful  temperament  is  the  ner- 
vous-lymphatic, when  it  has  been  properly  trained 
at  home  or  by  associates. 

7.  Only  by  degrees  can  permanent  changes  be 
effected  in  temperament.     Be  patient,  but  eternal- 
ly persistent. 


WHAT  WILL  INSURE 
A  TEACHER'S    SUCCESS, 


AND   BRING 


Good  Pay  and  a  Permanent  Place. 


Motive  is  the  power  that  drives  life's  work. 
Unless  the  motive  is  strong  the  motion  will  be 
slight.  The  teacher  who  does  not  expect  to  con- 
tinue the  work  of  instruction  for  any  length  of 
time  has  not  sufficient  motive  to  lead  her  to  become 
thoroughly  prepared  in  all  branches  of  what  she 
has  undertaken.  She  is  continually  saying,  "  I 
may  not  teach  another  year,"  or  "  I  may :  it  de- 
pends upon  circumstances  ;  at  least  I  am  certain 
that  I  shall  not  continue  in  the  work  for  many 
years;  and  why  should  I  trouble  myself  about  bet- 
ter preparation,  since  the  effort  I  put  forth  will 
bring  me  neither  more  money  nor  greater  popu- 
larity ?"  But  the  teacher  who  has  risked  everything 
is  like  the  man  who  has  expended  all  his  money  in 
buying  a  ship  and  freighting  it  with  a  cargo  to  a 
foreign  land.  He  must  succeed.  If  he  does  not 
he  is  ruined.  The  risk  he  has  taken  is  too  great 
to  permit  any  carelessness.  He  employs  the  best 
help,  he  devotes  himself  with  the  greatest  degree 

NOTE.— The  pages  which  follow  on  this  subject  are  intended  for 
those  who  are  expecting  to  become  life  long  teachers. 
59 


60  WHAT   WILL  INSURE 

of  earnestness  towards  making  his  voyage  profita- 
ble. The  probability  is  that  such  a  man  will  suc- 
ceed. Whole-heartedness  is  essential  to  success, 
but  the  teacher  cannot  be  whole-hearted  who  has 
undertaken  the  work  of  teaching  school  as  a  step- 
ping stone  to  something  else.  The  young  man  who 
is  expecting  to  become  a  minister,  and  teaches 
school  to  get  money  to  help  him  prepare  for  his 
chosen  profession,  never  attains  any  great  degree  of 
true  success.  His  mind  is  beyond,  not  here.  His 
reading  is  in  the  line  of  his  life-work,  not  that  of 
his  temporary  occupation.  Now  we  come  to  our 
first  head. 

Those  who  become  successful  in  teaching  have 
an  nquenchable  desire  to  become  successful. — This 
thought  fills  their  minds  day  and  night.  They  are 
continually  asking  for  the  means  of  attaining  the 
highest  success.  Whenever  a  new  book  is  opened 
they  think,  "  Can  I  find  anything  here  that  will 
assist  me  ?"  Every  educational  paper  is  read  with 
this  thought  uppermost  in  the  mind.  The  biog- 
raphies of  successful  men  have  to  them  this  object 
distinctly  in  view.  Sermons  are  turned  to  good 
account.  Every  public  address  for  the  year  is  used 
as  a  sponge  from  which  to  squeeze  something  nour- 
ishing to  them.  No  one  who  has  not  this  desire 
constantly  in  the  mind  will  attain  success. 

A  determination  to  use  all  possible  efforts  to 
become  successful,  is  a  second  point.  A  great 
many  people  have  desires,  but  they  are  too  indolent 
to  put  forth  the  effort  to  attain  their  desires. 


A    TEACHER'S  SUCCESS.  6 1 

Thousands  of  men  die  poor,  who  had  an  earnest 
desire  all  their  lives  to  become  rich,  but  never  had 
energy  enough  to  make  more  than  barely  enough 
to  supply  the  necessaries  of  life.  No  rich  man 
ever  held  out  his  hands  and  received  money  from 
the  heavens.  He  planned  and  worked  with  a  down- 
right earnest  effort  and  persistent  determination  to 
reach  the  object  of  his  desires.  Napoleon  was  not 
a  very  good  man,  but  he  was  a  very  determined 
one,  and  he  had  a  mighty  intellect  to  guide  him  in 
attaining  the  object  of  his  choice.  General  Grant's 
will  is  known,  and  his  maxim,  "  I  will  fight  it  out 
on  this  line  if  it  takes  all  summer,"  indicates  his 
inflexible  determination,  or  as  the  papers  call  it 
"  doggedness"  of  his  mind.  The  teacher  who  adds 
to  a  sincere  desire  to  become  successful,  the  deter- 
mination that  leads  her  to  say,  "  /  will  become  suc- 
cessful/' will  put  forth  all  possible  efforts  to  attain 
her  object,  and  it  needs  no  prophet,  or  the  son  of  a 
prophet,  to  predict  that  such  an  one  will  reach  the 
end  of  her  ambition. 

All  of  this  is  but  preliminary  to  the  object  for 
which  this  article  was  prepared.  The  subject  of 
the  greatest  importance  to  be  considered  by  all 
teachers  is  : — 

What  will  make  my  teaching  a  success? 
Knoiving  ivhat  true  success  is.  The  savage  is  fre- 
quently successful  up  to  the  light  he  has,  but  his 
standard  is  very  low,  yet  it  is  all  the  standard  he 
knows  anything  about.  Our  ideals  rule  our  char- 
acters, A  person  having  no  knowledge  of  what  a 


62  WHAT    WILL  INSURE 

good  school  is  cannot  by  any  means  teach  a  good 
school,  even  though  he  might  be  ever  so  successful 
and  diligent.  For  example,  some  teachers  think 
that  the  highest  success  in  teaching  consists  in 
keeping  the  pupils  quiet.  They  are  frequently  re- 
peating the  common  maxim,  "  Order  is  heaven's 
first  law,"  but  they  have  no  true  idea  of  what  order 
is.  They  require  their  pupils  to  sit  still  with 
folded  hands  and  fixed  gaze,  whenever  they  are  not 
studying  their  lessons.  Military  precision  is  to 
them  the  perfection  of  order,  whereas  it  may  be, 
and  frequently  is,  the  very  perfection  of  disorder. 
TJie  true  ideal  of  ivhat  successful  teaching  is 
can  only  be  obtained  by  knowing  something  about 
the  capacity  of  the  child,  his  heavenly  origin  and 
his  immortal  destiny.  The  teacher  who  treats  a 
child  as  a  receptacle  to  be  filled  with  a  certain 
amount  of  knowledge  has  no  more  idea  of  the  des- 
tiny of  a  human  being  than  he  whose  business  it  is 
to  fill  quart  bowls  or  forty-gallon  barrels.  The  im- 
mortal Pestalozzi  said  that  "  The  number  of  facts 
a  pupil  learns  is  by  no  means  the  measure  of  his 
success/'  Like  all  other  general  statements,  this  is 
both  true  and  false,  for  the  number  of  facts  a  pu- 
pil learns  by  his  own  efforts,  has  a  great  deal  to  do 
with  the  measure  of  his  success.  On  the  other 
hand,  the  number  of  words  a  pupil  commits  to 
memory,  without  understanding  what  those  words 
mean,  is  not  only  no  measure  of  the  pupil's  success, 
but  an  obstacle  standing  in  the  way  of  his  success. 
A  teacher  ignorant  of  what  teaching  is  requires 


A    TEACHER'S  SUCCESS.  63 

her  pupils  to  commit  to  memory  the  dates  of  his- 
tory. They  become  very  successful  doing  this 
work,  but  they  have  no  knowledge  of  the  relation 
of  facts  connected  with  these  dates,  only  they  know 
when  certain  events  occurred,  and  on  examination 
they  are  able  to  give  a  great  number  of  them  cor- 
rectly. The  people  applaud  the  child,  and  the 
teacher  receives  great  praise.  But  she  does  not  de- 
serve it.  On  the  other  hand,  she  deserves  great 
condemnation.  She  has  done  an  irreparable  injury 
to  her  pupils,  for  every  sentence  committed  to 
memory  without  thoroughly  understanding  what 
the  words  mean  will  remain  as  an  obstacle  in  the 
mind  of  the  child  during  all  of  its  life,  hindering 
both  the  reception  of  knowledge  and  its  useful  ap- 
plication. Too  much  cannot  be  said  on  this  sub- 
ject. 

In  order  to  become  a  good  teacher  good  books  on 
teaching  must  be  read.  Especially  we  commend 
for  careful  study  Page's  "  Theory  and  Practice  of 
Teaching,"  and  Fitch's  "  Lectures  on  Teaching." 
Another  excellent  book,  perhaps  equal  to  these  two 
and  in  some  respects  superior,  is  Payne's  "Lectures 
on  the  Science  and  Art  of  Education."  Eead  these 
books  carefully,  and  they  will  be  of  immense  bene- 
fit. Another  book  that  treats  of  character  in  gen- 
eral more  than  teaching  in  particular,  is  "Self- 
culture,"  by  James  Freeman  Clarke.  Some  of  the 
chapters  in  this  work  have  never  been  equalled  by 
any  author  in  the  English  language.  If  one  book 


64  WHAT   WILL  INSURE 

only  can  be  obtained  this  would  be  the  one,  not 
only  to  read,  but  to  study  and  apply. 

Again,  success  demands  powers  of  quick  and 
accurate  observation.  A  great  many  "see  men  as 
trees  walking  ;"  it  is  not  to  be  supposed  that  such 
persons  will  ever  know  very  much,  for  they  have 
never  seen  very  much.  It  is  astonishing  how 
little  the  average  person  sees  that  he  thinks  he 
sees,  or  knows  what  he  thinks  he  knows.  How 
few  can  tell  how  many  legs  a  spider  or  common 
house-fly  has,  or  whether  a  cat  has  more  toes  on  its 
front  than  its  hind  feet ;  and  yet  these  people  have 
seen  spiders,  flies  and  cats  all  their  lives.  Ask  the 
average  woman  why  a  fish  dies  when  it  is  taken 
out  of  the  water,  or  why  a  man  dies  when  he  is 
under  the  water,  and  she  cannot]tell.  These  points 
show  the  want  of  quick  and  accurate  observation 
on  the  part  of  those  who  have  good  eyes  and  good 
ears  and  no  defect  in  their  organs  of  speech.  The 
habit  of  mispronunciation  of  words  is  unfortunate, 
and  comes,  frequently,  from  carelessness.  How 
many  people  persist  in  articulating  the  t  in  often, 
when,  if  they  noticed,  they  would  see  that  no 
person  who  speaks  the  language  correctly  pro- 
nounces this  word  in  that  way.  And  what  is  true 
of  this  word  is  true  of  a  thousand  other  words. 
All  great  inventors  have  become  such  through  the 
powers  of  seeing  and  thinking.  Howe  made  a 
fortune  by  simply  putting  the  eye  of  a  needle  near 
its  point.  Why  had  not  some  one  thought  of 
doing  that  before  and  thus  invented  the  sewing 


A    TEACHER'S  SUCCESS.  6$ 

machine  ?  But  nobody  had,  for  nobody  before 
Howe  had  ever  thought  it  could  be  done,  and  yet 
when  it  was  done,  everybody  said,  "That's  easy 
enough!  Why  didn't  I  think  of  that!"  Yes, 
"Wbj  didn't  they  think  of  it?"  Because  they 
hadn't  the  mind.  All  of  Edison's  inventions  have 
been  made  through  the  cultivation  of  his  powers 
of  seeing  accurately  and  quickly  and  reasoning 
correctly.  The  stupid  fool  goes  on  straight  to 
destruction,  because  he  does  not  see  that  the  road 
he  is  travelling  in  leads  there  ;  the  wise  man  just 
behind  him  looks  up  and  sees  plainly  where  the 
road  is  leading  him,  and  he  turns  about  and  travels 
the  other  way — the  foolish  pass  on  and  are  punished. 
Pres.  Hill,  when  a  school  committee  man  in  Mas- 
sachusetts, used  to  examine  pupils  by  putting  five 
or  six  beans  in  his  hand,  quickly  opening  it  and 
asking  them  to  tell  him  at  once  how  many  there 
were.  At  first  they  could  not  tell,  but  soon  they 
could  count  at  sight  up  to  ten  or  twelve.  A  certain 
very  successful  man  trained  himself  to  habits  of 
quick  and  accurate  observation  so  thoroughly  that, 
after  standing  before  the  large  show  window  of  a 
dry  goods  store  for  five  minutes,  he  could  go  home 
and  write  an  accurate  description  of  everything 
that  was  displayed,  and  tell  exactly  their  positions. 
He  reached  this  excellence  by  gradual  steps ;  first 
by  observing  a  few  things  and  then  a  few  more, 
and  so  on  until  his  mind  could  grasp  the  almost 
numberless  objects  in  the  entire  window.  A 
teacher  of  quick  observation  will  notice  the  begin- 


66  WHAT   WILL  INSURE 

ning  of  trouble  long  before  the  pupils  see  it.  It  is 
easy  to  stop  the  beginnings,  but,  oh,  how  hard  it 
is  to  stem  the  rushing  tide  at  the  end  !  So  we 
say  that  powers  of  quick  and  accurate  observation 
are  essential  to  teaching  success.  We  have  not 
space  here  to  point  out  how  these  qualities  may  be 
obtained  :  friends  must  be  consulted,  books  must 
be  read  in  order  to  ascertain  the  means  to  reach 
this  important  end.  But  that  they  must  be  had 
before  there  is  any  great  degree  of  school-room 
success  must  be  obvious  to  any  thinking  mind. 

Again,  there  must  be  sympathy  and  heart  kind- 
ness. This  must  be  genuine  ;  deception  in  the 
school-room  is  easily  detected  ;  children  see  very 
quickly  through  hypocrisy.  It  is  a  flimsy  garment 
at  best,  and  does  not  serve  to  cover  up  the  hideous 
nakedness  of  evil  in  its  original  form.  A  teacher 
who  has  not  a  good  heart  and  genuine  sympathy 
for  children  would  do  well  to  stay  out  of  the  school- 
room. She  may  drive  herself  and  her  pupils 
through  a  round  of  duties  day  after  day  and  term 
after  term,  but  she  will  have  trouble  and  diffi- 
culty and  distress,  and  at  last  the  consciousness 
if  not  the  public  verdict  of  failure.  Many  in- 
stances could  be  narrated  of  teachers  who  have 
not  done  their  pupils  much  good  on  account  of 
their  want  of  sympathy.  The  young  heart  of 
childhood  yearns  for  nothing  so  much  as  love  ;  it 
is  full  of  impulse  and  affection,  and  when  it  finds 
affection  in  return,  its  sympathies  go  out  in  a  full 
•end  overflowing  tide.  Of  course  there  are  occa- 


A    TEACHER'S  SUCCESS.  6/ 

sional  exceptions,  but  the  majority  of  children  can 
easily  be  touched  by  a  sympathetic  look  and  the 
token  of  love.  This  is  not  gushing,  for  gushing  is 
nothing  but  modified  hypocrisy ;  it  is  genuine 
sympathy— affection  of  the  best  and  truest  kind. 

A  teacher  who  has  no  appreciation  of  the  wants 
of  childhood,  its  difficulties,  trials,  and  discourage- 
ments, cannot  do  children  little  good.  How  often 
are  children  seen  to  cry  for  some  minutes  as  though 
their  hearts  would  break.  Can  we  measure  the 
woe  and  misery  of  that  brief  time?  To  an  older 
person  the  disappointments  of  a  child  seem  very 
trivial.  Most  are  disposed  to  laugh  at  the  woes 
of  a  little  child  crying  for  a  worthless  toy.  But 
consider  how  we  appear  to  beings  superior  to  us 
when  we  lament  over  the  loss  of  baubles  which  to 
them  are  more  worthless  than  the  toy  was  to  that 
child.  They  know  too  much  to  laugh  at  us,  but 
while  they  pity  our  stupidity,  they  have  a  deep 
sympathy  for  us;  as  should  we  have  for  the  woes 
of  our  children. 

And  then,  the  doing  good  because  we  like  to  do 
goody  is  a  noble  incentive.  How  different  this  is 
from  doing  good  because  we  'ought  to  do  good. 
There  is  a  wide  difference  between  ought  and  like 
in  these  relations.  One  person  drags  herself 
through  a  round  of  duties,  reading  the  Bible 
against  her  will,  praying  contrary  to  her  wishes 
and  inclinations,  and  going  to  church  from  a  sense 
of  duty  and  not  for  the  love  of  it.  She  makes  a 
poor  miserable  Christian  at  the  best,  but  when  the 


68  WHAT   WILL  INSUXE 

heart  is  full  of  joy,  when  the  page  of  the  Bible  is 
luminous  with  helpfulness  and  interest,  and  when 
all  the  means  the  church  gives  bring  peace  and 
comfort  to  the  soul,  then  how  beautiful  are  the 
gates  of  Zion  and  how  happy  are  those  who  attend 
her  joyous  feasts  !  So  with  such  buoyant  heart 
and  glad  exaltation  should  the  teacher  enter  the 
school!  Then  will  the  work  be  a  true  success, 
even  though  it  may  be  marred  by  many  scholastic 
failures,  and  pedagogical  sins  ! 

A  very  important  element  entering  into  teaching 
success  is  sound  reason,  good  judgment  and  self- 
control.  There  are  thousands  of  people  who  say, 
"  if  my  foresight  was  as  good  as  my  hindsight,  I 
should  have  made  a  great  success  in  this  world." 
What  is  the  reason  that  the  foresight  is  so  poor  ? 
It  is  a  want  of  reason.  Impulse  has  ruled  them. 
People  act  on  the  spur  on  the  moment ;  they  de- 
cide without  thinking,  conclude  without  judging 
and  let  their  impulses  run  away  them.  It  does 
not  need  a  prophet  to  predict  that  such  people  will 
always  be  in  hot  water.  They  have  not  minds  of 
their  own.  Now  there  are  frequent  times  when  a 
wise  deliberation  is  the  quickest  way  to  decide  a 
difficult  question.  There  was  once  a  surgeon  in 
the  French  army  who  was  called  to  the  side  of  an 
officer  who  had  received  a  serious  wound.  An  im- 
portant artery  was  cut  in  two  and  his  life  blood 
was  rapidly  ebbing  away.  He  waited  for  half  a 
minute  without  doing  anything.  Those  around  him 
were  violent  in  their  denunciation  of  his  dilatoriness. 


A    TEACHER'S  SUCCESS.  69 

A  half  minute  is  a  long  time  when  a  man's  life  is 
trembling  in  the  balance,  and  it  seemed  to  the  by- 
standers as  though  he  had  waited  ten  times  as  long 
as  he  did ;  but  at  the  end  of  the  half  minute  he 
went  right  to  work  and  before  the  second  half  min- 
ute had  expired  the  blood  was  stopped,  the  opera- 
tion had  been  successfully  performed,  and  the 
man's  life  was  saved.  After  he  was  through,  they 
asked  him  "What  made  you  wait  so  long  before 
you  commenced  to  work,  doctor  ?  "  His  answer  is 
worthy  a  permanent  record,  "  I  took  time  to  be 
certain  that  what  I  did  was  the  right  thing  to  do. 
I  knew  the  man  had  a  minute  to  live,  and  I  deter- 
mined to  take  half  that  time  in  deciding  what  was 
the  best  course  to  take."  Had  he  acted  hastily  the 
probability  is  that  the  officer  would  have  died. 
Instances  often  occur  in  which  deliberation  is  very 
necessary  in  order  to  save  life.  A  child  has  fallen 
in  the  water  and  is  on  the  point  of  drowning,  or  a 
child  has  been  in  the  water  so  long  that  conscious- 
ness has  departed,  or  a  pupil  is  choking  to  death, 
or  has  cut  an  artery,  or  has  fainted  away,  or  is  in  a 
fit.  Now  calmness  is  necessary,  self-possession  is 
all-important,  and  a  good  judgment  is  needed  in 
order  that  the  right  thing  may  be  done.  When  a 
person  is  in  danger  of  dying  for  want  of  immediate 
help  it  does  no  good  to  run  around  like  a  chicken 
with  its  head  off.  We  have  known  some  people 
who  in  a  case  of  danger  would  sit  down  and  cry, 
wringing  their  hands,  and  saying,  "0  dear!  0 
dear  !  0  clear  !"  Such  people  are  of  very  little  ac.' 


70  WHAT   WILL  INSURE 

count  when  emergencies  arise.  Thousands  of  lives 
have  been  sacrificed,  that  could  have  been  saved 
if  a  little  calmness  and  judgment  had  been  used. 
Nearly  all  the  cases  of  difficulty  in  school  govern- 
ment come  from  a  want  of  deliberation.  A  teacher 
once  waited  a  whole  day  before  she  said  anything 
to  a  very  wicked  pupil  concerning  a  flagrant  breach 
of  propriety.  She  took  time  to  make  up  her  mind 
what  she  ought  to  say  and  do,  and  then,  when  she 
acted,  she  was  certain  that  she  was  doing  and  say- 
ing the  right  thing.  So  in  instruction  the  way  to 
decide  what  the  best  method  of  teaching  is,  is  to  take 
time  to  ascertain  the  facts  in  the  case.  Thousands 
of  teachers  simply  follow  their  noses  and  do  what 
others  have  done,  without  thinking  and  reasoning 
and  judging.  The  result  is  they  do  wrong,  get 
themselves  in  trouble,  and  are  condemned  by  those 
who  are  good  judges.  And  yet  we  have  known 
teachers  who  would  insist,  in  spite  of  the  deter- 
mination of  those  whose  opinions  ought  to  be  re- 
spected, to  go  right  on  year  after  year  doing  as 
they  have  been  accustomed  to  do  before.  It  is  a 
singular  fact  in  human  nature  that  people  with  lit- 
tle reason  and  poor  judgment  and  poor  self-con- 
trol are  generally  very  stubborn.  This  is  a  fact  in 
human  experience  that  can  be  verified  by  every  one 
who  will  take  the  trouble  to  observe  the  various 
phases  of  human  nature. 

Now  we  come  to  more  specific  directions  in  ref- 
erence to  teaching  success  ;  what  has  gone  before 
has  been  general,  now  we  come  to  special  ways  for 


A    TEACHER'S  SUCCESS.  71 

teachers  who  desire  to  become  successful  and  re- 
ceive good  pay  and  permanent  places. 

First,  there  must  be  good  ideals.  We  never  rise 
above  our  ideals.  A  savage  is  satisfied  with  his 
tepe,  a  Hottentot  with  his  hut,  and  a  Chinaman 
with  his  crowded  and  contracted  house.  In  order 
to  note  what  good  teaching  and  what  a  school  is, 
good  schools  must  be  visited  and  good  teachers 
must  be  known.  It  is  worth  all  it  costs  to  observe 
good  teaching  and  good  schools  for  several  weeks, 
even  though  such  observation  would  require  a 
journey  across  the  State  or  even  across  a  continent. 
We  learn  by  seeing  and  doing  far  more  than  by 
reading  and  meditating.  There  must  be  in  tho 
mind  of  the  teacher  an  intense  dissatisfaction. 
This  will  lead  to  an  effort  towards  better  things. 
The  country  teacher  who  is  perfectly  satisfied  with 
her  barn  of  a  school-house,  its  miserable  surround- 
ings, its  unshaded  and  slovenly  grounds,  its  incon- 
venient and  rickety  desks  and  the  dirt  and  squalor 
of  her  children,  will  not  attempt  to  get  anything 
better. 

It  seems  very  ungracious  to  urge  teachers  to  be- 
come dissatisfied  with  themselves,  but  there  is  a 
great  deal  of  wisdom  in  this  counsel.  An  intense 
longing  to  do  better  is  a  mighty  power  contribut- 
ing to  better  doing.  The  parents  in  most  of  our 
small  village  and  district  schools  have  a  very  low 
ideals  concerning  what  good  teaching  is,  and  teach- 
ers in  these  places  are  very  apt  to  be  satisfied  when 
they  please  their  patrons.  Now  it  is  safe  to  say 


72  WHAT   WILL  INSURE 

that  those  teachers  who  attempt  no  more  than  to 
please  uneducated  and  ignorant  fathers  and 
mothers  will  never  rise  in  the  work  of  teaching. 
They  will  always  receive  poor  salaries  and  never  be 
certain  of  one  place  any  great  length  of  time. 
When  any  young  man  or  young  women  is  consid- 
ered fit  to  teach  school,  all  the  young  men  and  the 
young  women  in  the  surrounding  country  are  con- 
tinually crowding  each  other  to  the  wall.  But  if 
the  conviction  is  in  the  mind  of  the  people  that  the 
teacher  must  be  educated  before  she  can  teach 
school,  then  only  educated  teachers  will  be  chosen 
for  teaching  positions. 

Among  the  means  of  attaining  success  within 
the  reach  of  those  who  cannot  go  through  a 
thorough  course  of  study  and  graduate  at  a  first- 
class  State  Normal  School  are,  Teachers'  Associa- 
tions, Teachers'  Institutes,  and  Summer  Schools. 

1.  Teachers'  Associations.  These  are  often  very 
good.  Sometimes  they  are  not,  but  usually  a 
teacher  will  gain  much  good  by  attending  them. 
Contact  with  superior  teachers  is  an  excellent 
thing.  The  listening  to  discussions  and  the  hear- 
ing of  thoughtful  papers  are  uplifting,  but  we 
should  earnestly  advise  all  those  teachers  who  are 
anxious  to  attain  success,  to  take  active  parts  in 
these  associations.  Those  who  do  not,  but  quietly 
listen  and  then  go  away  without  saying  anything 
or  doing  anything,  will  ordinarily  get  little  good. 
The  effort  required  in  the  preparation  of  a  paper 
to  be  read  before  an  association  of  teachers  is  a 


A    TEACHER'S  SUCCESS.  73 

mighty  force.  Suppose  the  subject  assigned  is 
"Best  Methods  of  Teaching  Geography."  The 
one  preparing  the  essay  should  buy  all  the  books 
within  her  means  on  this  subject,  such  as  King's, 
Parker's,  Frye's,  Geikie's  and  others.  She  should 
read  these  books  with  great  care,  then  she  should 
visit  the  best  school  within  her  reach,  and  notice 
the  methods  used  there.  If  she  wished  to  go  still 
deeper  in  the  subject,  she  would  read  Guyot's 
"Earth  and  Man,"  and  Bitter's  "Geographical 
Studies."  She  should  also  become  thoroughly 
familiar  with  the  methods  of  teaching  both  physi- 
cal and  political,  astronomical  and  mathematical 
geography.  Now  it  is  safe  to  say  that  after  one 
had  thus  prepared  herself  for  six  months,  she 
would  present  before  an  association  a  paper  of 
great  value.  The  difficulty  with  teachers'  associa- 
tions frequently  is  that  there  is  not  sufficient  effort 
put  forth  in  the  preparation  of  the  articles;  but 
valuable  papers,  such  as  we  have  described,  are  be- 
coming more  and  more  common,  and  more  and 
more  are  teachers'  associations  becoming  helpful  to 
those  who  have  an  earnest  desire  to  be  helped. 

2.  Teachers'  Institutes.  These  are  now  common 
in  all  the  counties  of  our  country,  and  many  of  them 
are  excellent,  although  some  are  very  poor.  The 
State  of  New  York,  for  example,  employs  a  num- 
ber of  experienced  teachers  to  go  from  county  to 
county  and  instruct  the  teachers  in  the  best 
methods  of  teaching.  Of  course  some  things  are 
said  and  done  that  are  not  very  uplifting,  but  with 


74  WHAT   WILL  INSURE 

few  exceptions  the  teacher  that  attends  a  county 
institute  for  a  week  with  a  sincere  desire  to  get 
good  will  not  fail  to  receive  great  good.  Teachers' 
institutes  are  short  normal  schools  where  classes 
are  often  taught  in  the  presence  of  the  teachers. 
Do  not  be  afraid  at  an  institute  to  asks  questions. 
Seek  the  acquaintance  of  the  conductors  for  the 
purpose  of  receiving  from  them  all  the  good  you 
can.  Friendships  are  formed  at  associations  and 
institutes  that  are  frequently  of  great  use  in  secur- 
ing better  places.  If  a  teacher  is  really  doing  good 
work  the  world  should  know  it.  It  is  only  by 
becoming  acquainted  with  those  who  have  wide 
knowledge  of  men  and  things  that  a  good  teacher 
is  discovered  and  taken  out  from  her  humble  sur- 
roundings and  given  larger  pay  and  a  more  perma- 
nent place.  Institute  conductors  are  always  on 
the  lookout  for  the  best  teachers.  No  persons  are 
more  frequently  consulted  than  they  in  reference 
to  the  qualifications'  of  their  pupils.  So  in  many 
ways  the  County  Institute  can  be  made  a  powerful 
means  for  promoting  teaching  success.  Those  who 
use  it  for  the  purpose  of  social  advantages,  or  as  a 
week  of  recreation,  lose  a  great  deal  of  good  that 
otherwise  might  be  obtained. 

Third,  Summer  Schools.  These  are  of  recent 
origin,  but  evidently  have  become  a  permanent 
part  of  our  educational  work.  In  these  schools 
the  teacher  can  mingle  pleasure  with  profit. 
There  are  no  more  delightful  places  in  the  country 
than  Asbury  Park,  Saratoga  Springs,  Martha's 


A    TEACHER'S  SUCCESS.  75 

Vineyard,  Glens  Falls,  Lake  Minnetonka,  Minn, 
and  Madison,  Wis.  At  all  these  places  summer 
schools  are  established,  and  the  cost  of  tuition  and 
board  is  reduced  to  the  lowest  possible  amount. 
These  schools  are  more  profitable  than  teachers' 
institutes,  for  they  continue  longer,  and  thus  give 
an  opportunity  for  the  members  to  systematize  and 
extend  their  work  more  thoroughly.  We  would 
earnestly  advise  all  teachers  who  are  aiming  at  suc- 
cess and  who  cannot  stop  the  work  of  teaching  to  at- 
tend a  normal  school,  to  make  arrangements  to  at- 
tend a  summer  school.  In  some  respects,  we  be- 
lieve, they  are  the  best  normal  schools  in  the 
country.  Earnest  teachers  are  met  there  who  have 
devoted  their  lives  to  teaching  and  are  eager  for 
information  and  improvement.  The  teachers  of 
these  schools  are  selected  with  great  care,  and  al- 
most without  exception  are  men  and  women  of 
superior  abilities.  Here  the  opportunity  is  given 
to  become  more  thoroughly  prepared  in  the  sub- 
ject matter  of  the  branches  taught,  especially  at 
Martha's  Vineyard  in  the  various  departments  of 
natural  science. 

The  Power  of  a  Living  Teacher.  In  studying  any 
subject,  as  botany,  zoology,  chemistry  or  physics, 
a  teacher  is  a  great  help;  no  book  can  take  the  place 
of  a  living  instructor.  The  analyzing  of  a  plant 
with  a  capable  botanist  gives  more  of  education  and 
help  than  the  solitary  study  of  botany  for  a  long 
time  ;  in  fact  nothing  can  be  placed  before  the  in- 
spiration and  helpfulness  of  contact  with  a  success- 


76  WHAT   WILL  INSURE 

f  ul  teacher,  both  in  learning  the  natural  sciences 
and  the  modern  languages.  Probably  the  best 
summer  school  for  the  study  of  the  languages  is  at 
Amherst  College,  Mass. 

Before  visiting  other  schools,  attending  an  insti- 
tute or  becoming  a  member  of  a  summer  school, 
one  thing  is  very  necessary.  This  is  a  knowledge 
of  wliat  is  desired  to  be  learned.  Many  teachers 
go  to  institutes  and  summer  schools  and  fail  of 
getting  any  benefit  from  them  because  they  at- 
tempt to  do  too  much.  They  think,  "  I  have  but 
little  time  and  little  money,  and  I  must  get  every- 
thing I  can — nothing  must  be  omitted."  So  they 
attend  every  class,  hear  every  lecture,  get  up  early 
in  the  morning,  sit  up  late  at  night,  and  in  the  end 
are  wearied,  tired,  confused  and  discouraged. 
True  improvement  is  a  plant  of  slow  growth.  No 
one  on  the  spur  of  the  moment  can  become  very 
much  better  than  he  is,  but  he  can  gradually  im- 
prove, and  so  in  the  course  of  a  year  or  two  make 
substantial  progress.  But  personal  improvement 
leading  to  success  must  be  attained  by  judicious 
work  of  the  proper  kind,  at  the  proper  times. 
This  is  very  important  counsel,  which  those  who 
are  aiming  at  success  would  do  well  to  read  over 
several  times. 

In  order  to  find  out  what  you  need,  learn  all  that 
you  can  before  you  attend  an  institute  or  a  sum- 
mer school.  This  can  be  done  by  reading  the 
right  kind  of  educational  literature.  A  few  books 
are  extremely  important,  and  should  be  thoroughly 


A    TEACtiEtfS  SUCCESS.  77 

studied.  Next  to  Page's  "Theory  and  Practice  of 
Teaching  "  there  is  not  a  better  book  in  the  Eng- 
lish language  than  Parker's  "Talks  on  Teaching." 
Following  this,  read  Fitch's  "Art  of  Questioning," 
"Art  of  Securing  and  Retaining  Attention/' and 
"  Improvement  in  the  Art  of-  Teaching/'  "  Kel- 
logg's  "  School  Management/'  Calkins'  "  Eye  and 
Voice  Training/'  Dewey's  "How  to  teach  Manners 
in  the  School-room/'  Seeley's  Grube's  "Method  in 
Teaching  Arithmetic/'  and  Woodhull's  "Simple 
Experiments  for  the  School-room."  These  books 
will  give  to  the  inquiring  teacher  a  large  number 
of  most  valuable  suggestions  which  will  be  a  great 
help  in  attaining  true  success.  They  should  be 
studied,  not  skimmed  over, — read  carefully,  and 
not  hurriedly  glanced  at.  Those  who  attend 
institutes  and  summer  schools  will  find  many  of 
the  suggestions  given  by  instructors  in  these 
schools  modifications  of  those  found  in  these  books ; 
whatever  of  good  in  addition  is  obtained  will  be  so 
much  gain,  and  thus  so  much  more  valuable  stock 
in  trade. 

1.  Apparatus.  Why  should  not  a  teacher  have 
a  good  "  kit  "  as  well  as  the  brick-layer  or  carpen- 
ter ?  Whenever  a  master  builder  attempts  to  con- 
struct a  house,  he  brings  with  him  not  only  his 
workmen  but  his  tools.  Why  should  not  a  teacher 
as  well  have  a  quantity  of  "  tools  "  with  which  to 
work?  These  would  be  of  inestimable  value. 
After  a  fe*w  years  they  would  increase  at  very 
slight  expense,  arid  yet  in  the  aggregate,  become 


78  WHAT   WILL  INSURE 

extremely  valuable.  For  example,  a  little  skill 
will  enable  almost  any  teacher  to  make  raised  maps 
of  each  of  the  five  continents  in  plaster  of  Paris, 
coloring  them  properly  and  mounting  them  in 
such  a  manner  as  to  be  the  least  liable  to  harm 
from  usage.  These  in  the  school-room  could  be 
models  from  which  the  pupils  could  construct 
others  in  putty  or  sand.  Again,  with  a  little  ex- 
pense large  pictures  of  notable  persons  could  be 
cut  from  the  illustrated  newspapers,  also  illustra- 
tions of  events  and  scenes  in  various  parts  of  the 
world.  These  could  be  pasted  on  a  chart,  neatly 
bound  and  hung,  when  needed,  in  the  school-room. 
Do  not  keep  these  charts  in  the  presence  of  the 
pupils  all  the  time;  they  will  lose  their  interest  in 
them  if  you  do.  Use  them  only  when  needed — 
and  the  day  before  state  that  to-morrow  you  will 
show  them  such  and  such  pictures  or  things.  The 
interest  of  the  pupils  will  be  excited,  their  expecta- 
tion will  be  aroused  into  healthy  activity.  All  of 
these  excitements  to  the  mind  will  assist  in  fixing 
what  may  be  said.  We  have  known  many  teachers 
who  have  collected  a  large  number  of  illustrations 
which  have  been  of  very  great  use  in  language 
work,  as  well  as  illustrations  of  general  talks  before 
the  school,  and  we  know  that  these  teachers  have 
attained  a  very  much  greater  degree  of  success  by 
the  use  of  such  aids  than  they  possibly  could  with- 
out them.  The  extent  to  which  charts  of  this 
nature  could  be  provided  is  only  limited  by  the 


A    TEACHER'S  SUCCESS.  79 

number  of  illustrated  papers  the  teacher  is  able  to 
buy. 

2.  There  are  many  kindergarten  helps  that  can 
be  made  of  great  use  in  primary  and  intermedi- 
ate departments  :  Blocks,  sticks,  different  colored 
worsteds,  bits  of  colored  paper,  several  pairs  of 
scissors,  a  small  portable  table.  For  about  fifteen 
dollars  a  teacher  could  provide  herself  with  all  of 
the  esentials  of  the  kindergarten  apparatus,  and 
most  of  it  could  be  made  use  of  in  the  higher  de- 
partments. 

Again:  3.  Collections  can  be  made  of  interesting 
objects  about  which  talks  could  be  given.  Differ- 
ent kinds  of  seeds,  nuts,  grains,  materials  for  food, 
woods,  foreign  drugs,  both  liquid  and  solid,  and 
simple  minerals  as  well  as  rocks  and  common 
stones.  These  should  be  placed  in  small  boxes, 
carefully  labelled  and  arranged  so  that  they  can  be 
obtained  at  a  moment's  notice.  Every  collection 
is  worthless  unless  the  collector  knows  at  once 
where  to  find  each  individual  specimen.  In  the 
one  department  of  seeds  there  is  an  opportunity  of 
arranging  a  very  large  number;  then  there  could 
also  be  among  them  dried  specimens  of  insects  and 
preserved  animals  in  small  bottles  of  liquor.  The 
extent  to  which  this  work  could  be  carried  is  prac- 
tically unlimited.  We  know  that  the  ordinary 
teacher  would  not  be  able  to  spend  a  very  large 
sum  each  year,  but  a  great  deal  of  money  is  not 
needed.  Very  valuable  specimens  of  various 
kinds  can  be  obtained  in  almost  every  school  dis- 


80  WHAT   WILL  INSURE 

trict  in  this  land.  Those  living  on  the  sea  shore 
could  arrange  to  exchange  specimens  with  teachers 
living  in  the  mountainous  districts,  and  thus  each 
part  of  the  country  be  provided  with  that  which 
would  be  especially  interesting,  strange  and  use- 
ful. 

Again :  4.  By  a  little  skill  and  effort  very  valuable 
maps  can  be  made  and  mounted;  in  fact,  maps, 
more  valuable  than  could  be  purchased.  If 
teachers  would  make  but  one  such  map  each  term, 
in  the  course  of  a  few  years  the  collection  would 
be  of  great  use.  Especially  should  the  teacher 
make  a  careful  and  correct  map  of  the  district  in 
which  she  teaches.  This  should  be  on  a  large  scale, 
and  pupils  should  be  instructed  to  copy  it  and  talk 
about  it,  pointing  out  the  objects  found  in  its  vari- 
ous parts.  This  will  do  almost  more  than  any- 
thing else  to  get  into  the  minds  of  pupils  the  true 
geographical  conception  of  the  world,  an  idea 
which  comparatively  few  pupils,  after  the  old 
method  of  teaching  geography,  ever  receive.  If 
we  cannot  see  in  the  mind's  eye  that  which  we  are 
accustomed  to  see  with  the  external  eye,  how  can 
we  see  in  the  mind's  eye  that  which  we  cannot  see 
with  the  external  eye  ?  Unless  the  pupils  in  geog- 
raphy have  a  vivid  conception  in  the  mind  of  the 
appearance  of  the  country  as  it  really  is,  they  are 
not  studying  geography,  but  words,  facts,  dates. 
The  drawing  of  a  map  be  the  most  senseless  work 
a  pupil  can  do,  or  it  may  be  the  very  best  work 
that  he  does.  It  depends  upon  whether  the  map 


A    TEACHER'S  SUCCESS.  8 1 

gives  to  his  mind  a  clear,  distinct  view  of  the  part 
of  the  world  represented. 

5.  Again,  other  aids  the  teacher  can  make  great 
use  of  in  the  school-room  are  EDUCATIONAL 
PAPERS.  By  all  means  take  a  weekly  journal ;  it 
is  too  long  to  wait  a  whole  month  for  an  educa- 
tional paper  to  come,  and  when  it  does  come,  it 
does  not  contain  enough  to  satisfy  the  educational 
hunger  of  the  teacher  who  is  anxious  for  success. 
The  teacher  who  cannot  afford  $2.50  for  a  first- 
rate  weekly  educational  journal  like  the  SCHOOL 
JOURNAL,  cannot  afford  to  buy  a  new  pair  of  shoes 
once  a  year. 

The  weekly  paper  comes  freighted  with  the  most 
valuable  material  for  the  working  teacher  ;  it  may 
be  perhaps  but  a  single  article,  or,  occasionally, 
there  may  be  a  single  paragraph,  and  yet  that 
article,  or  that  paragraph,  will  help  more  than 
the  money  paid  for  the  whole  year's  subscrip- 
tion. There  are  some  teachers  whose  pay  is  small, 
and  who  do  not  expect  to  continue  in  the  work 
of  teaching  but  a  short  time,  who  will  find  a 
monthly  paper  valuable.  To  such  we  would  com- 
mend the  TEACHERS'  INSTITUTE.  It  is  full  of 
hints  that  cannot  fail  to  be  of  great  assistance  to 
teachers  who  have  had  but  limited  experience  and 
opportunities. 

Other  apparatus,  like  globes,  electrical  machines, 
air  pumps,  barometers,  thermometers,  etc.,  etc.,  can 
be  obtained  if  the  teacher's  purse  is  long  enough. 
The  average  school  director  is  so  little  interested 


82  WHAT   WILL  INSURE 

in  a  knowledge  of  school  needs  that  he  will  not  be 
apt  to  buy  necessary  aids ;  and  the  time  has  not 
come,  in  most  district  schools,  for  the  people  to  an- 
ticipate the  wants  of  teachers  ;  but  we  believe  the 
time  has  come  when  it  will  pay  for  the  teacher  to 
use  all  energy  within  her  power,  and,  for  a  few 
years,  all  the  money  she  can  spare,  to  provide  her- 
self with  all  the  necessary  appliances  for  her  work. 
6.  Another  means  of  attaining  success  is  general 
information.  By  this  is  meant  a  knowledge  of 
persons,  places,  and  things.  Suppose  something 
has  been  said  in  the  school-room  about  Rome.  It 
gives  pupils  a  great  deal  of  confidence  to  find  that 
the  teacher  knows  something  about  the  f '  Eternal 
City," — perhaps  some  incident  or  some  fact  con- 
nected with  its  early  history.  A  teacher  should  be 
thoroughly  familiar  with  the  political  and  religious 
questions  of  the  day.  The  time  has  gone  by  in 
enlightened  places  when  any  one  is  persecuted  for 
opinion's  sake,  and  it  is  very  well  that  it  has. 
Every  individual  is  allowed  to  express  his  belief 
on  all  subjects  at  proper  times  without  danger 
from  the  state.  It  has  been  but  a  short  time 
since  this  order  of  things  commenced,  for  in 
older  times  it  was  considered  a  most  improper 
thing  for  any  person  to  form  his  own  opinion.  A 
teacher  who  lias  pronounced  convictions  on  the 
great  political  questions  of  the  day,  and  on  all 
proper  occasions  expresses  them,  will  make  a  far 
letter  teacher  than  one  who  is  ignorant  of  these 
subjects.  Supposing  that  during  an  evening's 


A    TEACHER'S  SUCCESS. 


conversation  something  should  be  said  concerning 
Abraham  Lincoln.  How  much  it  would  add  to  the 
interest  of  the  occasion  or  gathering  to  hear  a  good 
story  told  about  Lincoln's  early  life  or  mature 
years.  How  much  does  it  add  confidence  in  the 
laborer  to  hear  his  employer  give  his  commands  in 
an  intelligent  manner.  The  one  who  has  no 
opinion  on  politics  or  religion,  or  the  one  who  has 
opinions,  but  is  not  willing  to  express  them  for 
fear  of  making  somebody  angry,  will  always  fill  a 
very  subordinate  place  in  the  work  of  the  world. 
It  cannot  be  otherwise.  The  teacher  who  has  gen- 
eral information  is  always  ready,  on  a  moment's 
notice,  to  say  something  to  his  pupils  both  inter- 
esting and  profitable.  All  must  concede  this  to  be 
very  important.  How  it  adds  to  the  interest  of  the 
history  class  for  the  teacher  to  narrate  a  story  con- 
cerning some  one  about  whom  they  have  been 
studying.  Like  begets  like.  A  dull  teacher  who 
plods  on  in  the  footsteps  of  his  predecessors  has 
little  influence  for  good. 

In  the  foregoing  pages  much  has  been  said  of 
special  value  to  the  teacher  as  a  teacher  ;  now  we 
wish  to  say  a  few  words,  in  conclusion,  concerning 
the  elements  of  success  in  the  teacher  as  a  citizen 
and  member  of  society. 

1.  Social.  It  is  said  that  a  teacher  should  never 
forget  that  she  is  a  teacher,  even  in  the  family  or 
social  gathering.  This  is  wrong  advice.  The 
native  dignity  and  good  sense  of  any  one  who  has 
had  charge  of  a  school-room  will  indicate  that  pro- 


84  WHAT   WILL  INSURE 

priety  and  decorum  should  always  be  observed.  In 
visiting  parents,  be  careful  about  assuming  a  dicta- 
torial manner  ;  also,  be  careful  about  appearing  to 
patronize  parents.  There  was  once  a  good  minister, 
who  said  he  always  ingratiated  himself  into  the 
affections  of  a  mother  by  trotting  the  baby  on  his 
knee.  It  must  be  admitted  that  there  are  certain 
times  when  this  would  be  proper  ;  but  there  are 
other  times  when  this  would  be  obviously  improper. 
In  visiting  a  family  where  there  has  been  trouble 
with  some  member  of  it  in  the  school,  it  is  best  to 
talk  as  little  as  possible  about  the  difficulty,  and  as 
much  as  possible  about  other  and  more  cheerful 
subjects.  There  was  once  a  bad  boy  who  was 
upheld  in  his  waywardness  by  his  parents,  and  the 
teacher  determined  that  she  would  visit  the  family, 
and  talk  with  them  about  their  son.  But  an  after- 
thought determined  her  to  change  her  mind.  She 
visited  the  family,  and  took  tea  with  them,  and 
talked  very  pleasantly  about  a  dozen  things  ;  but 
never  said  a  word  about  their  son.  When  she  was 
gone,  the  father  turned  to  the  boy,  and  said  : 
"  John,  she  is  a  good  woman  ;  I  like  her  first-rate, 
and  you  must  do  nothing  to  annoy  her.  You  have 
been  a  bad  boy ;  now  be  a  good  boy."  When  the 
boy  found  that  he  was  not  upheld  by  the  parents, 
but  that  they  had  confidence  in  the  teacher,  he 
soon  stopped  his  pranks,  and  became  a  good 
scholar.  Now,  if  this  teacher  had  disgraced  the 
boy,  she  would  soon  have  found  herself  in  trouble. 
She  pursued  the  wisest  course,  and  teachers  can 


A    TEACHER'S  SUCCESS.  85 

learn  lessons  from  her  example.  Talk  always  fans 
the  flame,  and  adds  fuel  to  personal  controversy. 
Most  people  talk  too  much,  and  teachers  in  a  school 
frequently  get  themselves  into  great  trouble  by  too 
free  use  of  their  tongues. 

In  social  gatherings,  where  parents  and  pupils 
mingle  on  an  equality  with  the  teacher,  much  can 
be  done  to  strengthen  the  regard  in  which  the 
teacher  is  held,  by  interesting  exercises,  games, 
plays,  etc.,  that  will  be  both  attractive  and  bene- 
ficial. While  the  teacher  should  not  waste  her 
time  in  attending  social  gatherings,  yet  if  she  re- 
fuses to  mingle  with  the  people,  she  will  lose  a 
great  deal  of  her  influence  over  them.  There  are 
many  objectionable  games  in  some  parts  of  our 
country  that  would  soon  be  withdrawn  if  some 
sensible  ones  were  introduced  in  their  place.  It  is 
the  want  of  knowledge  that  causes  people  to  waste 
their  time  in  frivolity,  rather  than  the  presence  of 
depravity.  In  most  schools  of  the  country,  the 
religious  element  is  very  strong,  and  the  teacher 
will  gain  a  great  deal  of  power  and  influence  by 
attending  the  church  and  taking  part  in  the  Sab- 
bath-school. Distinctive  religious  instruction  is 
forbidden  in  the  public  schools  in  this  country, 
ubt  it  is  not  forbidden  in  the  church  and  Sabbath- 
school.  Here  the  teacher  can  make  herself  felt  as 
nowhere  else.  Hence,  she  can  easily  be  a  leader, 
and  the  foremost  promoter  of  every  good  cause. 

2.  A  teacher's  success  is  also  very  much  promoted 
by  introducing  good  reading  in  the  families  of  the 


86  WHAT   WILL  INSURE 

district.  Papers  of  a  low  character  get  into  a 
village  because  the  people  do  not  know  the  value 
of  papers  of  a  different  sort.  Some  of  the  most 
interesting  books  at  the  present  time  are  of  a  very 
high  character.  The  tone  of  interesting  stories 
has  been  growing  better  and  better  for  the  last  ten 
years.  There  is  no  lack  of  excellent  papers,  which 
children  will  delight  to  read  if  they  once  get  hold 
of  them.  Every  district  ought  to  have  a  circulating 
library,  composed  of  the  best  books.  Since  stories 
are  read  more  generally  than  any  other  class  of 
literature,  the  best  stories  could  be  selected,  one 
book  serving  for  the  whole  neighborhood.  The 
cost  of  a  library,  right  up  to  the  times,  would  be 
but  little,  and  its  value  would  be  very  great.  Do 
not  expect  the  children  or  the  people  to  read  a  book 
because  it  is  good.  There  is  nothing  in  this  world 
like  interest.  A  volume  of  prosy  old  sermons 
would  not  bring  much  at  a  public  auction  ;  but  a 
volume  of  live,  bright  stories,  discussing  the  things 
of  to-day,  would  bring  their  full  market  value. 
The  world  is  full  of  interesting  books  ;  and  when 
the  people  once  get  a  taste  of  them,  they  will  have 
as  many  of  them  as  they  can  buy. 

3.  Again,  an  element  in  the  teacher's  success  is 
want  of  success.  If  you  have  failed,  consider  it 
your  gain.  You  will  only  learn  by  experience  ; 
but  do  not  repeat  the  same  mistake  twice.  If  a 
failure  has  taught  you  a  lesson,  it  is  worth  all  that 
it  costs.  Some  people  go  on  year  after  year  re- 
peating the  mistakes  of  the  past.  Such  never  im- 


A    TEACHER'S  SUCCESS.  87 

prove  ;  but  wise  men  learn  by  their  mistakes,  and 
thus,  as  they  grow  older,  grow  wiser  and  more  suc- 
cessful. 

4.  Work  just  as  hard  whether  your  pay  is  good  or 
poor.     Do  not  gauge  the  quality  of  your  work,  or 
the  amount  of  your  work,  by  the  pay  you  receive. 
This  is  good  advice — perhaps   the   best  given  on 
these  pages.     If  you  have  undertaken  to  do  a  piece 
of  work,  do  it  to  the  very  best  of  your  ability,  and 
not  slight  it  because  the  amount  of  money  you  are 
to  receive  for  it  is  less  than  you  think  you  ought 
to  get. 

5.  Now,  in  the  end,  save  some  money ;  if  your 
salary  is  small,  you  can  save  a  little  ;  but  if  it  is  good 
you  should  save  considerable.     It  is  an  element  of 
success  for  a  teacher  to  feel  that  she  has  a  little 
money  on  hand  for  a  "rainy  day/'  and  that  when 
her  work  ceases  she  will  not  be  cast  upon  the 
charities  of  the  world.     A  little   saved,  and  well 
invested,  often  produces  a  great  deal  ;  and  then  the 
habit  of  saving  is  one  that  will  produce  an  excel- 
lent effect  upon  the  mind  and  heart.     A  certain 
degree   of    independence  is  needed,  in   order   to 
properly  succeed  ;  and   the  feeling  constantly  in 
the  mind,  that  we  have  no  money  at  all,  is  apt  to 
produce  depression  and  a  feeling  of  dependence 
which  is  not  conducive  to  a  great  degree  of  success. 
Therefore,  we  say,  save  a  little  money  each  week, 
or  each  year,  and  you  will  find  it  the  best  invest- 
ment you  ever  made,  whether  you  consider  it  in 
the  light  of  its  pecuniary  advantage  or  its  mental, 


88     WHAT  WILL  INSURE  TEACHER'S  SUCCESS. 

moral,  and  physical  influence.  Last,  LOVE  GOD 
AND  KEEP  His  COMMANDMENTS.  Be  cheerful, 
take  care  of  your  health,  but  by  all  means  guard 
your  conscience.  Read  the  best  books  and  the  best 
papers,  associate  with  the  best  people,  and  do  not 
be  discouraged  at  failures. 


UHI7BRSITT 


EIGHTEENTH   YEAR! 

TTHE  SCHOOL  JOURNAL 

is  published  weekly  at  $2.50  a  year.  Amos  M.  Kel- 
logg and  Jerome  Allen,  two  teachers  of  life-long 
experience  and  progressive  ideas,  devote  their  whole 

jlr  time  to  editing  it.  Established  18  years  ago,  it  is  to- 
day the  best  known  and  widest  circulated  educational 

JL.  weekly  in  the  country.  This  reputation  has  been  won 
strictly  on  its  merits,  as  its  subscribers  know,  and  you 
will  too  (if  not  now  a  subscriber),  if  you  send  6  cents 

^        Cor  a  sample  copy. 

TENTH    YEAR! 

THE  TEACHERS'  INSTITUTE 

^        is  published  monthly  at  $1.25  a  year;  12  large  44  page 

papers    constitute    a  year  (most   other   educational 

A          monthlies  publish  but  9  or  10).     It  is  edited  by  the 

^  same  editors  as  the  SCHOOL  JOURNAL,  and  has,  ever 
since  it  was  started  in  1878,  been  the  most  popular 

^  monthly  educational  published,  circulating  in  every 
state — a  national  paper.  This  was  because  it  was 
practical — little  theory  and  much  practice — crammed 

^        with  it.     Sample  copy  10  cents. 

ELEVENTH    YEAR! 

TREASURE-TROVE 

-^  is  a  beautiful  illustrated  36  page  monthly,  for  the  boys 
and  girls.  Price,  $1.00  a  year.  We  must  refer  you 
to  our  descriptive  circular  for  particulars  about  this 

'A'  charming  paper,  for  we  have  not  room  here  to  tell  you 
the  half  of  its  value.  It  is  used  by  thousands  of 
teachers  as  an  aid  to  their  school  room  work. 

^         Sample,  10  cents. 

E.  L.  KELLOGG  &  CO.,  Educational  Publishers, 

NEW    YORK    AND    CHICAGO. 


SEND  ALL  ORDERS  TO 

6     E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

Aliens  Mind  Studies  for  Young  Teach- 

ERS.  By  JEROME  ALLEN,  Ph.D.,  Associate  Editor  of  the 
SCHOOL  JOURNAL,  Prof,  of  Pedagogy,  Univ.  of  City  of 
N.  Y.  16mo,  large,  clear  type,  128  pp.  Cloth,  50  cents ;  to 
teachers,  40  cents  ;  by  mail,  5  cents  extra. 

There  are  many  teachers  who 
know  little  about  psychology, 
and  who  desire  to  be  better  in- 
formed concerning  its  princi- 
ples, especially  its  relation  to  the 
work  of  teaching.  For  the  aid 
of  such,  this  book  has  been  pre- 
pared. But  it  is  not  a  psychol- 
ogy— only  an  introduction  to  it, 
aiming  to  give  some  funda- 
mental principles,  together  with 
something  concerning  the  phi- 
losophy of  education.  Its  meth- 
od is  subjective  rather  than  ob- 
jective, leading  the  student  to 
watch  mental  processes,  and 
draw  his  own  conclusions.  It 
is  written  in  language  easy  to 
be  comprehended,  and  has  many 
JEROME  ALLEN,  Ph.D.,  Associate  Editor  Poetical  illustrations.  It  will 
of  the  Journal  and  institute.  aid  the  teacher  in  his  daily  work 
in  dealing  with  mental  facts  and  states. 

To  most  teachers  psychology  seems  to  be  dry.  This  book  shows 
how  it  may  become  the  most  interesting  of  all  studies.  It  also 
shows  how  to  begin  the  knowledge  of  self.  "  We  cannot  know 
in  others  what  we  do  not  first  know  in  ourselves. "  This  is  the 
ke37-note  of  this  book.  Students  of  elementary  psychology  will 
appreciate  this  feature  of  "  Mind  Studies." 
ITS  CONTENTS. 


CHAP. 

I.  How  to  Study  Mind. 
II.  Some  Facts  in  Mind  Growth. 

III.  Development. 

IV.  Mind  Incentives. 

V.  A  few  Fundamental  Principles 

Settled. 

VI.  Temperaments. 
VII.  Training  of  the  Senses. 
VIII.  Attention. 
IX.  Perception. 
X.  Abstraction. 

XI.  Faculties     used     in    Abstract 
Thinking. 


CHAP. 

XII.  From  the  Subjective  to  the 
Conceptive. 

XIII.  The  Will 

XIV.  Diseases  of  the  Will. 
XV.  Kinds  of  Memory. 

XVI.  The  Sensibilities. 
XVII.  Relation  of  the  Sensibilities 

to  the  Will. 

XVIII.  Training  of  the  Sensibilities. 
XIX.  Relation  of  the  Sensibilities 

to  Morality. 
XX.  The  Imagination. 
XXI.  Imagination  in  its  Maturity. 
XXII.  Education  of  the  Moral  Sense. 


SEND  ALL  ORDERS  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO.      7 

This  remarkable  little  book  has  been  adopted  on  its  merits  by  the 
Maryland  State  Teachers'  Reading  Circle, 
Texas  Stale  Teachers'  Reading  Circle, 
New  Jersey  State  TeacJiers'  Reading  Circle, 
Arkansas  State  Teachers'  Reading  Circle, 
California  State  Teachers'  Reading  Circle, 
and  is  in  use  in  many  Normal  Institutes  and  Teachers'  classes. 

FROM  PROMINENT  SUPTS.  AND  PRESS. 

Prof.  John  Swett,  Prin.  Girls'  High 
School,  San  Francisco,  Cal.,  author  of 
"  Methods  of  Teaching,"  says:— "  Allow 
me  to  express  my  great  satisfaction  with 
your  '  Mind  Studies.'  It  is  a  delightfully 
clear,  concise  and  practical  volume.  I 
am  reading  from  it  to  our  normal  depart- 
ment. You  have  had  the  courage  to  go 
right  down  to  the  hard  common-sense  of 
practical  psychology." 

Edw.  Brooks,  late  Prin.  of  the  Millers- 
ville  (Pa.)  Normal  School.—"  This  book 
will  open  the  door  to  the  grand  temple  of 
psychology." 

Pres.  E.  F.  Southerland,  Southern  Ind. 
Normal  College.—"  I  have  adopted  it  for 
use  in  my  school." 

Supt.  A.  P.  Marble,  Worcester,  Mass. 
—"I  wish  it  might  be  in  the  hands  of 
every  teacher.     It  seems  to  be   boiled 
down  and  digested." 
Texas  School  Journal.— "  The  author's  style  is  clear  and  simple,  the 
abstract  nomenclature  being  entirely  discarded." 

Rev.  R,  H.  Quick,  of  England,  author  of  "  Educational  Reformers," 
says:— "lam  very  much  pleased  with  this  book.  It  is  full  of  suggestive 
thought." 

Hattie  S.  Myer,  Sec'y  Ark.  State  Reading  Circle  (on  adopting  it),  says: — 
"  We  think  it  admirably  adapted  for  our  work." 

Edw.  Danforth,  late  Deputy  Supt.  Schools,  N.  Y.  State.—"  Cannot  fail 
to  be  of  great  practical  value  to  all  teachers  who  are  ambitious  to  excel  in 
their  profession." 

Popular  Educator,—"  The  teacher  will  find  in  it  much  information  as 
well  as  incitement  to  thought." 

Jared  Sanford.  School  Com.,  Mt.  Vernon,  N.  Y.— "  From  all  points  of  view 
it  must  prove  of  great  worth  to  those  who  read  it.  To  the  earnest  teacher 
in  search  of  information  concerning  the  principles  of  Psychology  it  is  to  be 
highly  commended." 

Irwin  Shepard,  Pres.  Normal  School,  Winona,  Minn.— "  I  am  much 
pleased  with  it.  It  certainly  fills  a  want.  Most  teachers  need  a  smaller, 
briefer,  and  more  convenient  Manual  than  has  before  been  issued." 

S.  G.  Love,  Supt.  School,  N,  Y.— "  I  want  to  say  of  it  that  it  is  an  excellent 
little  book.  Invaluable  for  building:  up  the  young  teacher  in  that  kind  of 
knowledge  indispensable  to  successful  teaching  to-day." 


PROP.  JOHN  SWETT. 


BEND  ALL  ORDERS  TO 

K  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO.     9 

Brownings  Educational  Theories. 

By  OSCAR  BROWNING,  M.A.,  of  King's  College,  Cambridge, 
Eng .  No.  8  of  Reading  Circle  Library  Series.  Cloth,  16mo, 
237  pp.  Price,  50  cents;  to  teachers,  40  cents;  by  mail,  5 
cents  extra. 

This  work  has  been  before  the  public  some  time,  and  for  a 
general  sketch  of  the  History  of  Education  it  has  no  superior. 
Our  edition  contains  several  new  features,  making  it  specially 
valuable  as  a  text-book  for  Normal  Schools,  Teachers'  Classes, 
Reading  Circles,  Teachers'  Institutes,  etc.,  as  well  as  the  student 
of  education.  These  new  features  are:  (1)  Side-heads  giving  the 
subject  of  each  paragraph;  (2)  each  chapter  is  followed  by  an 
analysis;  (3)  a  very  full  new  index;  (4)  also  an  appendix  on 
"  Froebel,"  and  the  "  American  Common  School." 

OUTLINE  OF  CONTENTS. 

I.  Education  among  the  Greeks — Music  and  Gymnastic  Theo- 
ries of  Plato  and  Aristotle;  II.  Roman  Education — Oratory;  III. 
Humanistic  Education;  IV.  The  Realists — Ratich  and  Comenius; 
V.  The  Naturalists  —  Rabelais  and  Montaigne;  VI.  English 
Humorists  and  Realists — Roger  Ascham  and  John  Milton;  VII. 
Locke;  VIII.  Jesuits  and  Jansenists;  IX.  Rousseau;  X.  Pes- 
talozzi;  XI.  Kant,  Fichte,  and  Herbart;  XII.  The  English  Pub- 
lic* School ;  XIII.  Froebel ;  XIV.  The  American  Common 
School. 

PRESS  NOTICES. 

Ed.  Courant.— "  This  edition  surpasses  others  in  its  adaptability  to  gen- 
eral use." 

Col.  School  Journal.—"  Can  be  used  as  a  text-book  in  the  History  of 
Education." 

Pa.  Ed.  News.— "  A  volume  that  can  be  used  as  a  text-book  on  the  His- 
tory of  Education." 

School  Education,  Minn.—"  Beginning  with  the  Greeks,  the  author  pre- 
sents a  brief  but  clear  outline  of  the  leading  educational  theories  down  to 
the  present  time." 

Ed.  Review,  Can.— "A  book  like  this,  introducing  the  teacher  to  the  great 
minds  that  have  worked  in  the  same  field,  cannot  but  be  a  powerful  stimulus 
to  him  in  his  work." 


SEND  ALL  ORDERS  TO 

10    B.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

Calkins    Ear  and  Voice   Training  by 

MEANS  OF  ELEMENTARY  SOUNDS  OF  LANGUAGE.     By  N.  A. 
CALKINS,   Assistant    Superintendent    N.   Y.    City   Schools ; 
author  of  "Primary  Object  Lessons,"  "Manual  of  Object 
Teaching,"  "  Phonic  Charts,"  etc.     Cloth.     16mo,  about  100 
pp.    Price,  50  cents;  to  teachers,  40  cents;  by  mail,  5  cents  extra. 
An  idea  of  the  character  of  this  work  may  be  had  by  the  fol- 
lowing extracts  from  its  Preface  : 

"  The  common  existence  of  abnormal  sense  perception  among  school 
children  is  a  serious  obstacle  in  teaching.  This  condition  is  most 

obvious  in  the  defective  perceptions 
of  sounds  and  forms.  It  may  be 
seen  in  the  faulty  articulations  in 
speaking  and  reading ;  in  the  ina- 
bility to  distinguish  musical  sounds 
readily ;  also  in  the  common  mis- 
takes made  in  hearing  what  is 
said.  .  .  . 

"Careful  observation  and  long 
experience  lead  to  the  conclusion 
that  the  most  common  defects  in 
sound  perceptions  exist  because  of 
lack  of  proper  training  in  childhood 
to  develop  this  power  of  the  mind 
into  activity  through  the  sense  of 
hearing.  It  becomes,  therefore,  a 
^  matter  of  great  importance  in  edu- 
cation, that  in  the  training  of  chil- 
dren due  attention  shall  be  given  to 
the  development  of  ready  and  accu- 
rate perceptions  of  sounds. 

"  How  to  give  this  training  so  as 
to  secure  the  desired  results  is  a 
subject  that  deserves   the  careful 
attention  of  parents  and  teachers. 
SUPT.  N.  A.  CALKINS.  Much  depen(is  upon  the  manner  of 

presenting  the  sounds  of  our  language  to  pupils,  whether  or  not  the 
results  shall  be  the  development  in  sound-perceptions  that  will  train 
the  ear  and  voice  to  habits  of  distinctness  and  accuracy  in  speaking  and 
reading. 

"The methods  of  teaching  given  in  this  book  are  the  results  of  an 
extended  experience  under  such  varied  conditions  as  may  be  found 
with  pupils  representing  all  nationalities,  both  of  native  and  foreign 
born  children.  The  plans  described  will  enable  teachers  to  lead  their 
pupils  to  acquire  ready  and  distinct  perceptions  through  sense  train- 
ing, and  cause  them  to  know  the  sounds  of  our  language  in  a  manner 
that  will  give  practical  aid  in  learning  both  the  spoken  and  the  written 
language.  The  simplicity  and  usefulness  of  the  lessons  need  only  to  be 
known  to  be  appreciated  and  used." 


SEKD  ALL  ORDERS  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO.   13 

Dewey's  How  to  Teach  Manners  in  the 

SCHOOL-ROOM.     By  Mrs.  JULIA  M.  DEWEY,  Principal  of  the 
Normal  School  at  Lowell,  Mass.,  formerly  Supt.  of  Schools 
at  Hoosick  Falls,  N.  Y.     Cloth,  16mo,  104  pp.     Price,  50 
cents;  to  teachers,  40  cents;  by  mail,  5  cents  extra. 
Many  teachers  consider  the  manners  of  a  pupil  of  little  impor- 
tance so  long  as  he  is  industrious.     But  the  boys  and  girls  are  to 
be  fathers  and  mothers;  some  of  the  boys  will  stand  in  places  of 
importance  as  professional  men,  and  they  will  carry  the  mark  of 
ill-breeding  all  their  lives.     Manners  can  be  taught  in  the  school- 
room: they  render  the  school-room  more  attractive;  they  banish 
tendencies  to  misbehavior.    In  this  volume  Mrs.  Dewey  has  shown 
how  manners  can  be  taught.     The  method  is  to  present  some  fact 
of  deportment,  and  then  lead  the  children  to  discuss  its  bearings; 
thus  they  learn  why  good  manners  are  to  be  learned  and  practised. 
The  printing  and  binding  are  exceedingly  neat  and  attractive." 


OUTLINE    OF 

Introduction. 

General  Directions. 

Special  Directions  to  Teachers. 

LESSONS  ON  MANNERS  FOR  YOUNGEST 

PUPILS. 
Lessons  on  Manners  —  Second  Two 

Years. 
Manners  in  School— First  Two  Years. 

Second 
Manners  at  Home— First 

Second 
Manners  in  Public— First 

Second 


CONTENTS. 

Table  Manners— First  Two  Years. 

Second        " 
LESSONS  ON  MANNERS  FOR  ADVANCED 

PUPILS. 

Manners  in  School. 
Personal  Habits 
Manners  in  Public. 
Table  Manners. 
Manners  in  Society. 
Miscellaneous  Items. 
Practical  Training  in  Manners. 
Suggestive    Stories,    Fables,    Anec- 
dotes, and  Poems. 
Memory  Gems. 


Central  School  Journal.— "It  furnishes  illustrative  lessons." 
Texas  School  Journal.—"  They  (the  pupils)  will  carry  the  mark  of  ill- 
breeding:  all  their  lives  (.unless  taught  otherwise)." 

Pacific  Ed.  Journal.—"  Principles  are  enforced  by  anecdote  and  conver- 
sation." 

Teacher's  Exponent.— "  We  believe  such  a  book  will  be  very  welcome." 
National  Educator.—  "  Common-sense  suggestions." 
Ohio  Ed.  Monthly.—"  Teachers  would  do  well  to  get  it." 
Nebraska    Teacher.—1'  Many  teachers  consider  manners  of  little  im- 
portance, but  some  of  the  boys  will  stand  in  places  of  importance." 
School  Educator.— "The  spirit  of  the  author  is  commendable." 
School  Herald. — "  These  lessons  are  full  of  suggestions." 
Va.  School  Journal. — "Lessons  furnished  in  a  delightful  style." 
Miss.  Teacher.— "  The  best  presentation  we  have  seen." 
Ed.  Courant. — "  It  is  simple,  straightforward,  and  plain." 
Iowa  Normal  Monthly.— "  Practical  and  well-arranged  lessons  on  man- 
ners." 

Progressive  Educator.—"  Will  prove  to  be  most  helpful  to  the  teacher 
who  desires  her  pupils  to  be  well-mannered." 


SEND  ALL  ORfcEftS  tO 

E  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


15 


Froebel.  Autobiography  of 

MATERIALS  TO  AID  A  COMPREHENSION  OF  THE  WORKS  OF  THE 
FOUNDER  OF  THE  KINDERGARTEN.  16mo,  large,  clear  type, 
128  pp.  Cloth,  16mo,  50  cents;  to  teacTiers,  40  cents;  by  mail,  5 
cents  extra. 

This  little  volume  will  be  welcomed  by  all  who  want  to  get  a  good 
idea  of  Froebel  and  the  kindergarten. 

This  volume  contains  besides  the 
autobiography— 

1.  Important  dates  connected  with 
the  kindergarten. 

2.  Froebel  and  the  kindergarten 
system    of    education    by   Joseph 
Payne. 

3.  Froebel  and   his  educational 
work. 

4.  Froebel's  educational  views  (a 
summary). 

In  this  volume  the  student  of  edu- 
cation will  find  materials  for  con- 
structing, in  an  intelligent  manner, 
an  estimate  and  comprehension  of 
the  kindergarten.  The  life  of 
Froebel,  mainly  by  his  own  hand,  is 
very  helpful.  In  this  we  see  the 
working  of  his  mind  when  a  youth; 
he  lets  us  see  how  he  felt  at  being 
misunderstood,  at  being  called  a  bad 
boy,  and  his  pleasure  when  face  to  face  with  Nature.  Gradually  wt 
see  there  was  crystallizing  in  him  a  comprehension  of  the  means  that 
would  bring  harmony  and  peace  to  the  minds  of  young  people. 

The  analysis  of  the  views  of  Froebel  will  be  of  great  aid.  We  see 
that  there  was  a  deep  philosophy  in  this  plain  German  man ;  he  was 
studying  out  a  plan  by  which  the  usually  wasted  years  of  young  chil- 
dren could  be  made  productive.  The  volume  will  be  of  great  value  not 
only  to  every  kindergartner,  but  to  all  who  wish  to  understand  the 
philosophy  of  mental  development. 

La.  Journal  of  Education.— "  An  excellent  little  work." 

W.  Va.  School  Journal.—"  Will  be  of  great  value." 

Educational  Courant,  Ky.— "  Ought  to  have  a  very  extensive  circulation 
among  the  teachers  of  the  country." 

Educational  Record,  Can.—"  Ought  to  be  in  the  hands  of  every  pro- 
fessional teacher." 

Western  School  Journal.— "  Teachers  will  find  in  this  a  clear  account  of 
Froebel's  life." 

School  Education.— "  Froebel  tells  his  own  story  better  than  any  com- 
mentator." 

Michigan  Moderator.—4'  Will  be  of  great  value  to  all  who  wish  to  under- 
stand the  philosophy  of  mental  development." 


FREIDRIOH  FROEBEL. 


SEND  ALL  ORDERS  TO 

18   E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


Hughes'  ^Mistakes  in  Teaching. 

BY  JAMES  J.  HUGHES,  Inspector  of  Schools,  Toronto,  Canada. 
Cloth,  16mo,  115  pp.  Price,  50  cents;  to  teachers,  40  cents; 
by  mail,  5  cents  extra. 

Thousands  of  copies  of  the  old 
edition  have  been  sold.  The  new 
edition  is  worth  double  the  old; 
the  material  has  been  increased, 
restated,  and  greatly  improved. 
Two  new  and  important  Chapters 
have  been  added  on  "Mistakes  in 
Aims,"  and  "Mistakes  in  Moral 
Training."  Mr.  Hughes  says  in  his 
preface:  "In  issuing  a  revised  edi- 
tion of  this  book,  it  seems  fitting  to 
acknowledge  gratefully  the  hearty 
appreciation  that  has  been  accorded 
it  by  American  teachers.  Realiz- 
ing as  I  do  that  its  very  large  sale 
indicates  that  it  has  been  of  service 
i  to  many  of  my  fellow-teachers,  I 
\  have  recognized  the  duty  of  enlarg- 
ing and  revising  it  so  as  to  make  it 
still  more  helpful  in  preventing 
JAMES  L.  HUGHES,  Inspector  of  the  common  mistakes  in  teaching 
Schools,  Toronto,  Canada.  &nd  training. » 

This  is  one  of  the  six  books  recommended  by  the  N.  Y.  State 
Department  to  teachers  preparing  for  examination  for  State  cer- 
tificates. 

CAUTION. 

Our  new  AUTHORIZED  COPYRIGHT  EDITION,  entirely  rewritten  by 
the  author,  is  the  only  one  to  buy.  It  is  beautifully  printed  and 
handsomely  bound.  Get  no  other. 

CONTENTS  OF  OUR   NEW  EDITION. 

CHAP.     I.     7  Mistakes  in  Aim. 
CHAP.    II.  21  Mistakes  in  School  Management. 
CHAP.  III.  24  Mistakes  in  Discipline. 
CHAP.  IV.  27  Mistakes  in  Method. 
CHAP.     V.  13  Mistakes  in  Moral  Training. 
Cliaps.  I.  and  V.  are  entirely  new. 


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